Nelson Math Workbook 3

CHAPTER 1
1 Repeating Shape Patterns

Goal Extend and create shape patterns.
1. Vincenza made this pattern. At-Home Help

This pattern has 2 changing
attributes: number of shapes
a) What attribute is changing? size and type of shape.
b) How is it changing? big, small, …

This is how the attributes
change.
Number of shapes: 2 squares,
1 circle, …
c) Underline the part of the pattern that repeats. Type of shape: square, square,
circle, …
2. Tell how the attributes change in each pattern.
Sketch the part that repeats to extend the pattern.
a)
sign: +, –, x, x, x, ÷, …
number of signs: 1 +, 1 -, 3 x, 1 ÷, …
b)
shape: circle, square, triangle, …
colour: white, grey, …
c)
object: fork, spoon, …

direction: up and down, up and down, sideways, …
3. a) Draw a pattern with 2 changing attributes.

Make your pattern repeat 3 times.
For example:
b) Tell how the attributes change.

For example, for the pattern shown in part a): size: big, small, small, …
number of each size: 1 big, 2 small, …
Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 1

CHAPTER 1
2 Exploring Patterns
Create and explore patterns that change in more
Goal than one way.
1. Tell how the attributes change in each pattern. At-Home Help

a) Z o O z O o Z o O z O o Remember attributes are
features that you can describe.
letter: 1 Z, 2 Os, … The name patterns on this page
have changing attributes, such
case: capital letter, small letter, …
as letter, colour, orientation (right-
side up or upside down), and
b) case (capitals or small letters).
letter: Z, E, B, R, A, …
colour: black, white, …
c)
letter: g, i, r, a, 2fs, e, …
orientation: right side up, upside down, …
2. The word BEAR is shown in a 3-by-3 grid. B E A

Tell how the attributes change. R B E
letter: B, E, A, R, … A R B
colour: black, white, …
3. Make a pattern by writing each animal name in the grid provided.

In addition to the changing letters, include another attribute
that changes. For example:
a) ELK b) MONKEY
L E
E K L M o n K
L E
K E K e y M o
L
L K E K n K e y
E L
L K E M o n K
E
K L K E
2 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

CHAPTER 1
3 Patterns in a 100 Chart

Goal Represent adding and subtracting patterns
on a 100 chart.
You will need buttons, broken toothpicks, At-Home Help

or other small items to use as counters. Skip counting by 3s from 3
gives 3, 6, 9, 12, and so on.
1. Place counters on the partial 100 chart to
make each pattern. Describe the pattern
made by the counters. Descriptions will vary. Examples are given.
a) Start at 3. Skip count by 3s to 30. 3 counters in the 1st row, 3 in the 2nd row,
4 in the 3rd row. Counters make 3 lines slanting up to the right.
b) Start at 50. Skip count backward by 5s to 5. 2 counters in each row.

Counters make 2 up and down rows in the middle and at the right side.
5 counters in each row.

c) Start at 40. Skip count backward by 2s to 2.
Counters make 5 up and down rows. Every 2nd up and down row has counters.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
CHAPTER 1
4 Patterns in T-Charts
Goal Use a t-chart to represent and extend growing patterns.
1. There are 8 tricycles. At-Home Help

This t-chart shows the number
a) Use the 1st t-chart below. How many of ears on increasing numbers
24 of people.
wheels are there altogether?
Number of Total number
people of ears
b) Write the pattern rule.
1 2
Start with 3 and add 3 each time.
2 4
3 6
4 8
2. There are 9 puppies. The pattern rule is “Start at 2
a) Use the 2nd t-chart below. How many and add 2 each time.” This rule
describes the pattern of the
legs are there altogether? 36 numbers in the 2nd column.
b) Write the pattern rule. Start with 4 and add 4 each time.
Question 1. Number of Total number Question 2. Number of Total number

tricycles of wheels puppies of legs
1 3 1 4
2 6 2 8
3 9 3 12
4 12 4 16
5 15 5 20
6 18 6 24
7 21 7 28
8 24 8 32
9 36

CHAPTER 1
5 Communicate About Patterns

Goal Describe a pattern.
Use the Communication Checklist. At-Home Help

When describing a pattern,
1. Improve the description of each pattern.
it is important to tell
Descriptions will vary. Examples are given. • how the pattern starts
a) 2, 4, 6, 8, …, 20, 22, 24 • how the pattern changes
The pattern skip counts to 24. • what the attributes of the
pattern are, if appropriate
Start at 2 and skip count by 2s to 24.
Communication Checklist
✓ Did you show the right
amount of detail?
✓ Did you use math language?
b)
The pattern has 2 shapes, stars and circles.

The pattern has 2 colours, black and white.
The pattern has 2 attributes: shape: star, circle, …
colour: black, black, white, …
c)
The pattern starts with a big shape, followed by 2 small shapes,

and then repeats. The shapes are squares and triangles.
The pattern has 2 attributes: shape: 2 squares, 2 triangles, …
size: 1 big, 2 small, …
2. Describe the pattern.

The pattern has 2 attributes: case: capital letter, small letter, small letter, small letter, …
number of each case: 1 capital, 3 small letters, …

CHAPTER 1
6 Modelling Patterns
Goal Display models of repeating patterns on charts.
1. Patrick runs a movie theatre. At-Home Help

He keeps track of how full the theatre is By collecting information about
for the first 21 days of the month. everyday events and organizing
the information in a chart or a
Full: 3, 6, 7, 10, 13, 14, 17, 20, 21 calendar, you might find patterns
Almost full: 1, 5, 8, 12, 15, 19 in the events.
Half full or less: 2, 4, 9, 11, 16, 18
a) Make a symbol for each item in Patrick’s chart.
Full Almost full Half full or less
b) Put the symbols in the calendar below.
c) Describe the pattern in the Friday column.

all full
d) Describe the pattern in the 3rd row.

almost full, half full or less, full, half full or less, almost full, full, full
e) Why do you think these patterns occur?

The patterns show that people go to movies most often on Tuesdays, Fridays,
and Saturdays, less often on Sundays and Thursdays, and least often on
Mondays and Wednesdays.
f ) Continue the pattern for another week on the calendar.

S M T W T F S
1 2 3 4 5 6 7
b) 8 9 10 11 12 13 14
row 15 16 17 18 19 20 21
f) 22 23 24 25 26 27 28
29 30 31
column
CHAPTER 1
Test Yourself Page 1
Circle the correct answer.

Use this pattern for Questions 1 to 4.
1. Which attributes are changing in the pattern?

A. position and colour C. big and small
B. shape and size D. big and star
2. Which description tells how the shapes change?

E. 2 stars, 2 hexagons, … G. big, small, …
F. star, hexagon, … H. big, small, small, …
3. Which description tells how the sizes change?

A. 2 stars, 2 hexagons, … C. big, small, …
B. star, hexagon, … D. big, small, small, …
4. What are the next 3 shapes in the pattern?

E. big star, small hexagon, small star
F. small hexagon, small star, big hexagon
G. big hexagon, small star, small hexagon
H. small star, small hexagon, big star
5. Which statement is not true about this 100 chart pattern?

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
A. The number pattern is 3, 6, 9, 12, 15, …, 24, 27.

B. A pattern rule is “Start at 1 and skip count by 3s to 27.”
C. The counters make a pattern of 3 diagonals.
D. Another pattern rule is “Start at 27 and skip count backward by 3s to 3.”

CHAPTER 1

Use this pattern for Questions 6 and 7. A C
C T A
6. Which attributes are changing? T A C
C T
E. letter and orientation T A
A C T
F. letter and case C T A
A C
G. letter and colour
H. case and colour
7. What is the next row in the pattern?

T A C T
A. C TC C. T A C
A C T T A
B. T A D. A C T
8. Which t-chart shows the number of points on 5 stars?
E. Number Total number G. Number Total number

of stars of points of stars of points
1 5 1 2
2 10 2 4
3 15 3 6
4 20 4 8
5 25 5 10
F. Number Total number H. Number Total number

of stars of points of stars of points
1 4 1 6
2 8 2 12
3 10 3 18
4 14 4 24
5 16 5 30

CHAPTER 2
1 Representing Numbers
Goal Represent numbers using numerals, number words,
models, and drawings.
1. Ashrit Furman has set 78 official Guinness At-Home Help

world records. Numbers can be represented in
many ways. For example, 52
a) Tell how you would model 78 using base ten
can be represented using
blocks. Use 7 ten blocks and 8 ones blocks. • a model, such as base ten
blocks:
b) Write 78 as 7 tens 8 ones.

• numerals: 52
c) Write 78 in expanded form. • numerals in expanded form:
50 2
70 + 8 • numerals and words:
5 tens 2 ones
d) Write 78 using number words. • a number word: fifty-two
seventy-eight
2. Here are some of Ashrit’s records. In the box below, find

another way to represent the number in each record.
Write the letter beside the record.
hand clapping yodelling
50 hours S 27 hours Y
somersaulting brick carrying
19 kilometres I 100 kilometres T
balancing milk backward
bottle on head unicycling
98 kilometres X 85 kilometres W
pogostick underwater
jumping juggling
37 kilometres T 49 minutes O
Y 2 tens 7 ones W 80 5 I nineteen X 90 8

S 5 tens T 30 7 O forty-nine T one hundred
Read down both columns to find the number of glasses
Ashrit balanced on his chin. sixty-two
Copyright © 2004 Nelson Answers Chapter 2: Numeration 9

CHAPTER 2
2 Renaming Numbers
Represent and rename 3-digit numbers with numerals
Goal and words, models, and drawings.
1. Find each missing number. At-Home Help

a) 643 Regrouping is showing the
same number in a different way.
5 hundreds 14 tens 3 ones
For example, 235
b) 497
c) 705 can be regrouped as

d) 264
2 hundreds 5 tens 14 ones or as
e) 391
f ) 875 7 hundreds 16 tens 15 ones
2. Write the numeral for each.

a) c)
835 422
b) d)
246 220
10 Answers Chapter 2: Numeration Copyright © 2004 Nelson

CHAPTER 2
3 Place-Value Patterns
Goal Describe how the digits of numbers change in
place-value patterns.
1. a) Here are 5 adding and subtracting patterns At-Home Help

that can be done on a calculator. Adding or subtracting a number,
for example 10, over and over
Each pattern begins with a start number and again to create a pattern can be
a rule at the top and goes down the column. done using a calculator. Most
But each pattern has 1 or 2 errors in it. calculators have a constant
When you find an error, shade in the box. feature for addition or subtraction.
After pressing v or π followed
by a number, pressing G over
Start and over again will repeat the
number: 78 253 46 911 9 operation. It’s quick and you can
see the tens digit change by one
Rule: 10 10 100 100 9
each time.
80 243 146 811 10 25 v 10 G G G G G G
gives 35, 45, 55, 65, 75, 85.
98 233 246 711 27
108 220 346 601 36
118 213 446 511 45
128 203 564 411 54
138 193 646 311 63
148 185 746 210 72
158 173 846 111 81
160 163 946 11 100
b) What letter of the alphabet do the shaded-in boxes look like? X

CHAPTER 2
4 Rounding to Estimate Numbers

Goal Round 3-digit numbers.
1. Use the number line to help you round to At-Home Help

the nearest hundred. There are times when it is useful
388 510 770 to use approximate numbers.
When numbers are rounded,
you get approximate numbers.
300 400 500 600 700 800 To round numbers to the nearest
a) 388 rounded to the nearest hundred is ten or hundred, find the multiple
of ten or hundred closest to
400 . the number.
246 rounded to the nearest
b) 510 rounded to the nearest hundred is ten is 250.
500 246 rounded to the nearest
. hundred is 200.
c) 770 rounded to the nearest hundred is

800 .
d) 492 rounded to the nearest hundred is 500 .
2. Use the number line to help you round to the nearest ten.
122 159 193
100 110 120 130 140 150 160 170 180 190 200
a) 122 rounded to the nearest ten is 120 .
b) 159 rounded to the nearest ten is 160 .
c) 193 rounded to the nearest ten is 190 .
d) 144 rounded to the nearest ten is 140 .
3. Round each number to the nearest hundred.

a) 569 600 b) 117 100 c) 651 700 d) 315 300
4. Round each number to the nearest ten.

a) 822 820 b) 407 410 c) 987 990 d) 516 520

CHAPTER 2
5 Comparing and Ordering

Goal Compare and order whole numbers.
1. Use each of the digits 2 4

6 once to make At-Home Help
a) the greatest number possible 642 When comparing numbers, look
at the digits in the numbers by
b) the least number possible 246 place value from left to right. As
soon as a greater digit is found,
2. Use each of the digits 3 5
7 once to make the rest of the digits to the right
do not matter.
a) the greatest number possible 753
In 782 and 739, 7 hundreds is
357 the same in both numbers.
b) the least number possible Moving right one place,
8 tens in 782 is greater than
3. Write the 4 numbers in your answers to 3 tens in 739.
Questions 1 and 2 in order from least So 782 is greater than 739.
to greatest. It does not matter that 9 ones
in 739 is greater than 2 ones
246, 357, 642, 753 in 782.
In 623 and 98, 6 hundreds is
greater than 0 hundreds.
4. Kelly, Lindsay, Tracy, and Nicky were playing So 623 is greater than 98.
some board games.
a) At the end of one game, the winner is the player with
the most play money. Nicky had $725, Tracy had $525,
Lindsay had $555, and Kelly had $705.
Write the amounts of money in order from least to greatest.
$525, $555, $705, $725
Who won the game? Nicky
b) At the end of a game of matching tiles, the winner is

the player with the highest score. Nicky had 86,
Tracy had 320, Lindsay had 168, and Kelly had 386.
Write the scores in order from least to greatest.
86, 168, 320, 386
Who won the game? Kelly

CHAPTER 2
6 Solve Problems Using

Organized Lists
Goal Solve place-value problems using an organized list.
1. Parmjit has 8 base ten blocks. At-Home Help

She has at least one of each type of block. Making an organized list in the
The value of her blocks is between 400 form of a chart is a good way to
and 600. What blocks could she have? list possible answers.
Find all the possible answers using an
organized list. For example:
Hundreds Tens Ones Value Does it work?
4 3 1 431 yes
4 2 2 422 yes
4 1 3 413 yes
5 2 1 521 yes
5 1 2 512 yes
Note: Parmjit has to have more than 3 hundreds because the greatest number she
can make with 3 hundreds using at least one type of each block is 3 hundreds,
4 tens, 1 one 341, which is not greater than 400. The most hundreds she can have
is 5 hundreds because the number has to be less than 600.
2. Monty has at least one of each type of base ten block.

He does not have more than 12 of any one type of block.
The value of his blocks is 512. What blocks could he have?
Find all the possible answers using an organized list. For example:
Hundreds Tens Ones Value Does it work?
5 1 2 512 yes
5 0 12 512 no, no tens
4 11 2 512 yes
4 10 12 512 yes
Note: Monty must have more than 3 hundreds because the greatest number he can
make with 3 hundreds using no more than 12 of any one type of block is 3 hundreds,
12 tens, 12 ones 432, which is not 512. The most hundreds he can have is
5 hundreds because the number is 512.

CHAPTER 2
7 Ordinal Numbers
Goal Use numbers to describe order.
1. Watson Rd. Elementary School held a run for At-Home Help

charity. Here is information about 4 runners. Ordinal numbers are used to
Sam was 5 places behind the describe the order of things.
Numbers like 1st, 2nd, 3rd, 10th,
12th place runner.
and 45th are ordinal numbers.
Tanner was 10 places behind Sam.
Jordan was between the 20th and
25th place runners.
Cary was 8 places ahead of Jordan.
a) Label the runners according to their positions

on the number line.
Cary Sam Jordan Tanner
10 15 20 25 30
b) How many runners are ahead of Sam in the run? 16
c) How far behind Cary is Sam? 4 places
d) How far behind Jordan is Tanner? 6 places
2. a) Continue this pattern past 500.
341, 351, 361, 371, 381, 391, 401, 411, 421, 431, 441, 451, 461, 471, 481, 491, 501
b) What is the 11th number in the pattern starting at 341? 441
c) How many numbers came before the 11th number? 10

CHAPTER 2
8 Counting and Trading Coins

Count coins and explain how the coins relate
Goal to one another.
1. Label each set of circled coins with the letter of At-Home Help
the piggy bank that matches the amount. When counting money, some
regrouping is the same as place
value regrouping.
A C 1 loonie = 10 dimes
$5.53 $8.29 1 dime = 10 pennies
Some regrouping is different.
For example,
B D 1 toonie = 2 loonies
$7.02 $9.79 1 loonie = 4 quarters
1 quarter = 5 nickels
1 dime = 2 nickels
1 nickel = 5 pennies
B C A

CHAPTER 2
9 Trading Bills
Goal Explain the trades you can make with bills up to $100.
1. Tell how many of these bills you would At-Home Help

need to buy each item. There are many combinations of
Give 2 different combinations of bills. bills that make the same amount.
Then circle the combination that uses For example, to make $75, you
fewer bills. can use 15 $5 bills or 3 $20 bills,
1 $10 bill, and 1 $5 bill.
The first one is done for you.
Answers will vary. For example:

a) d)
$20 $40
2 $10 2 $20
1 $20 4 $10
b) e) 5
$35 $2
7 $5 5 $5
1 $20, 1 $10, and 1 $5 1 $20 and 1 $5
c) f)
$90 $95
9 $10 9 $10 and 1 $5

4 $20 and 1 $10 4 $20, 1 $10, and 1 $5
CHAPTER 2
Test Yourself
1. Which numeral can be represented by 40 6?
A. 406 B. 64 C. 146 D. 46
2. What is the number word for 72?

E. eighty-two G. twenty-seven
F. seventy-two H. seven hundred two
3. Which is not another name for 506?

A. 4 hundreds 10 tens 16 ones C. 4 hundreds 9 tens 16 ones
B. 4 hundreds 10 tens 6 ones D. 3 hundreds 19 tens 16 ones
4. What will the calculator show after pressing 81 v 10 G G G ?

E. 3 F. 91 G. 101 H. 111
5. What is 728 rounded to the nearest hundred?

A. 100 B. 730 C. 700 D. 800
6. What is 356 rounded to the nearest ten?

E. 10 F. 360 G. 350 H. 400
7. What is the greatest number possible using each of the digits 3, 4, and 5?
A. 345 B. 453 C. 543 D. 534
8. Kale finished 42nd in a competition. How many people finished

ahead of Kale?
E. 41 F. 42 G. 100 H. 43
9. What is the total amount of 1 toonie, 3 loonies, 4 quarters, 12 dimes,

12 pennies?
A. $4.32 B. $5.22 C. $7.22 D. $7.32
10. Which is not the same value as $50?

E. 4 $10 bills, 2 $5 bills G. 2 $20 bills, 1 $10 bill, 2 $5 bills
F. 5 $10 bills H. 1 $20 bill, 1 $10 bill, 4 $5 bills

CHAPTER 3
1 Venn Diagrams
Goal Sort and classify objects using Venn diagrams.
1. a) Beside each object, write the part At-Home Help

of the Venn diagram to which it belongs. A Venn diagram is a tool for
sorting.
If there are 2 sorting rules, the
Only use Heavy Venn diagram has 4 parts.
outside This chart shows what is true
A B C about each part.
Sorting Sorting
D Part rule 1 rule 2
A yes no
B yes yes
C no yes
D no no
A B
sunglasses lawn mower Sorting Sorting
rule 1 rule 2
A B C
D
D C
TV remote control refrigerator
A A D C
mittens umbrella fork TV
b) Name 1 more object for each part of the diagram. For example:
A rainboots C washing machine
B car D pillow
Copyright © 2004 Nelson Answers Chapter 3: Data Management 19

CHAPTER 3
2 Collecting and Organizing Data

Goal Create a question for a survey and collect and organize data.
1. a) Write a question that asks people what At-Home Help

their favourite season of the year is. A tally chart is a way to record
For example: how many times something
happens. Tally marks are usually
What season do you like best: shown in 5s. For example,
6
winter, spring, summer, or fall? 18
A survey is a question or
b) Write the possible answers under Season questions asked to find
in the tally chart. information or data.
Season Tally
winter Answers will vary.

spring Answers will vary.
summer Answers will vary.
fall Answers will vary.
c) Ask family members and friends your question. Ask as many

people as possible. Record each answer in the tally chart in part b).
2. a) How many people did you ask? Answers will vary.
b) Which season is the favourite of the most people that you asked?
Answers will vary.
20 Answers Chapter 3: Data Management Copyright © 2004 Nelson

CHAPTER 3
3 Reading and Creating Pictographs

Goal Interpret and create pictographs.
1. How many games did each student play? At-Home Help

Our Soccer Playing A pictograph uses symbols to
show information.
Lyn
In the pictograph in Question 1,
Sharleen the scale is “Each means
2 games.” The scale tells how
Juan
many items each symbol
represents. The symbols should
Each means 2 games. line up.
Lyn 7 Sharleen 2 Juan 5
2. Byron has 35 stickers. Suki has 40 stickers.

Mark has 45 stickers.
The pictograph shows Byron’s row.
Our Stickers
Byron
b) Suki
Mark
Each means 10 stickers.
a) How many stickers does each represent?

1 2 5 10
b) Complete the pictograph.
c) What other scale might have been used?

For example:
Each means 5 stickers.
Why would this be a good scale? For example, because 35, 40, and 45 are all
numbers you get when you skip count by 5s, and 9 would be the most symbols in 1 row.

CHAPTER 3
4 Bar Graphs with Scales

Goal Interpret and create bar graphs using scales of 2, 5, or 10.
1. a) Draw a bar graph to display the data. At-Home Help

Use a scale of 2, 5, or 10. A bar graph shows data using
vertical or horizontal bars. If each
TV Shows Watched TV Shows Watched square represents 1, a bar might
This Week This Week be too high or too long. In that
Amit 8
Number of shows 12 case, a scale is used.
10
Kim 9 The scale for this graph is 10.
8
Nikka 5 The height of each square
6 represents the scale.
4 Age
2 40
0 30
Years
Amit Kim Nikka
20
10
b) Why did you use the scale you did?
0
For example, using 2 didn’t make the bars Eric Doug
Eric is 30 years old.
too tall. They fit in the space allowed. Doug is 25 years old.
2. a) Draw a bar graph to display the data. Use a scale of 2, 5, or 10.

Minutes Practising Minutes Practising the
the Piano Daily Piano Daily
60
Number of minutes
Tara 30 50
Ian 40 40
Jenn 50 30
20
10
0
Tara Ian Jenn
Student
b) Why did you use the scale you did?

For example, using 10 didn’t make the bars too tall.
They fit in the space allowed.

CHAPTER 3
5 Communicate About Data

Goal Interpret displays of data and discuss them using math language.

1. Both graphs show data for 2 classes of ✓ Did you use the right amount
grade 3 students. Describe each graph. of detail?
What type of graph is it? What is its title? ✓ Did you use math language?
What is its scale? Tell as much as you

can about the data.
a) Place of Birth b) Season of Birth

30
Number of students
25 winter
20 spring
15
10 summer
5 fall
0
our elsewhere outside
province in Canada Canada
Each means 2 students.
Location
The graph in part a) is a bar graph. The title is “Place of Birth.” The height of
each square means 5 students. Most of the students, 25, were born in our
province. The fewest students, 9, were born elsewhere in Canada. In between
the most and the fewest, there were 15 students born outside of Canada.
49 students were included.
The graph in part b) is a pictograph. The title is “Season of Birth.” Each candle
means 2 students. The data for the seasons are not very different, but winter
and spring both have the most student births with 14 each. Summer has the
fewest with 10, and fall is in between with 11 students. 49 students were included.

CHAPTER 3
6 Circle Graphs
Goal Interpret circle graphs.
1. Use this circle graph. At-Home Help

Hot Lunch Choices In a circle graph, parts of a
circle represent parts of the set
of data. Larger parts represent
hamburger more data than smaller parts.
pizza
hot dog
a) List the foods from most popular to least popular.

pizza, hamburger, hot dog
b) Which food did almost half of the students choose?

pizza
2. Use this circle graph. After-School Sports

basketball
Which 2 after-school sports have
about the same number of students? field
hockey
field hockey and soccer
soccer
3. Use the letters in the circle graph to complete the chart.
Number
Noon Activities Noon activity of students Section
art club 12 B
A
B
choir 18 D
D C computer club 6 C
soccer 24 A

CHAPTER 3

Use this Venn diagram to answer Questions 1 to 3.
Clothes Winter
1. In which part of the Venn diagram would you
put a snowsuit? 1 2 3
A. 1 B. 2 C. 3 D. 4
4
2. In which part of the Venn diagram would you
put an outdoor swimming pool?
E. 1 F. 2 G. 3 H. 4
3. In which part of the Venn diagram would you put a snowman?

A. 1 B. 2 C. 3 D. 4
4. Which survey question would give you data that you could tally
into 4 groups or fewer?
E. Why do you like hamburgers?
F. Name your favourite snack foods.
G. Which of these foods do you like best: cheeseburgers,

hot dogs, or pizza?
H. When was the last time you had a hamburger?
5. How many people chose apple juice as their favourite?

Favourite Juices
orange
apple
tomato
grapefruit
A. 10 B. 11 C. 13 D. 23

CHAPTER 3

Use this pictograph to answer Questions 6 and 7. Tiffany’s Movies
scary
6. How many cartoons does Tiffany have comedy
in her movie collection?
cartoon
E. 2 F. 3 G. 5 H. 7
Each means 2 movies.
7. Suppose each means 10 movies instead of 2.
How many comedies would Tiffany have in her
movie collection?
A. 5 B. 10 C. 20 D. 25
Use this bar graph to answer Questions 8 and 9. Lineups at the Fair
70
8. How many people lined up for the roller coaster?
Number of people
60
50
E. 40 F. 45 G. 50 H. 55
40
9. How many more people lined up for the Ferris wheel 30
than the roller coaster? 20
10
A. 15 B. 30 C. 45 D. 60
0
Ferris roller merry-
10. Use the circle graph. On which day did most wheel coaster go-round
people go to the fair? Ride
E. Thursday People at the Fair

Friday
F. Friday
Thursday
G. Saturday Saturday
H. Sunday
Sunday

CHAPTER 4
1 Relating Subtraction to Addition

Goal Use fact families to relate addition and subtraction.
1. Charlie has read 8 books this month. At-Home Help

He plans to read 4 more. Number sentences that tell
about the same situation are
a) Complete the number sentences called a fact family.
to tell about Charlie’s books. The fact family for 3, 4, and 7 is
8 4 12 347 734
437 743
8 4 12
b) Write 2 subtraction sentences from the same fact family.

12 - 4 = 8, 12 - 8 = 4
2. Sam wants to read 15 books this month. He has read 7.

Calculate the number of books he has left to read.
8
3. Calculate each missing number. Then write a subtraction

sentence that belongs to the same fact family.
a) 8 5 13 b) 8 6 14 c) 10 5 15
13 - 8 = 5 14 - 6 = 8 15 - 5 = 10
4. a) Create an addition or subtraction problem about books

you plan to read and books you have read already.
For example: I want to read 12 books this month. I have read 2 so far.
How many more do I need to read?
b) Write the fact family for your problem.

10 + 2 = 12, 2 + 10 = 12, 12 – 2 = 10, 12 – 10 = 2
Copyright © 2004 Nelson Answers Chapter 4: Addition and Subtraction 27

CHAPTER 4
2 Adding and Subtracting Tens

Goal Add and subtract tens.
1. Complete each number sentence. At-Home Help

70 20 Use number facts to help add
a) 40 30 d) 80 60 and subtract groups of tens.
Solve the number fact first and
b) 50 60 110 e) 60 30 30
then add or subtract the tens.
c) 70 50 120 f ) 140 70 70 To add 40 and 50, use

4 5 9, so
2. Write the addition or subtraction fact that you 4 tens or 40
will use to calculate each answer. 5 tens 50
Then add or subtract. 9 tens 90
To subtract 130 50, use
a) 3 + 8 = 11 c) 14 - 7 = 7
13 5 8, so
30 140 13 tens or 130

5 tens 50
80 70
8 tens 80
110 70
b) 5 + 9 = 14 d) 13 - 6 = 7
50 130
90 60
140 70
3. Jessica has 80 Canadian stamps and 70 other stamps.

How many stamps does Jessica have? Show your work.
80 + 70 = 150 stamps
4. Todd also collects stamps. He has 120 Canadian stamps

and 50 other stamps. How many more Canadian stamps
than other stamps does Todd have? Show your work.
120 - 50 = 70 more Canadian stamps
28 Answers Chapter 4: Addition and Subtraction Copyright © 2004 Nelson

CHAPTER 4
3 Mental Addition and Subtraction

Goal Use mental math strategies to add and subtract 1-digit
and 2-digit numbers.
1. Use mental math to solve these problems. At-Home Help

Colour boxes with even answers blue. Mental math strategies are used
Colour boxes with odd answers red. to calculate without paper and
pencil. Number relationships are
often used to make it easier to
24 8 35 2 26 7 29 9
add and subtract mentally.
32 37 19 38 For example, to calculate
(blue) (red) (red) (blue) 25 9, think 25 10 35.
But that’s 1 too much, so
43 3 55 9 36 8 65 9 subtract 1.
35 1 34
46 64 28 56
(blue) (blue) (blue) (blue) To subtract 25 7, think
25 5 20.
53 8 45 5 27 7 68 9 But there’s still 2 more to
subtract.
45 50 34 77 20 2 18
(red) (blue) (blue) (red) To subtract 41 8, think
41 10 31.
35 9 42 7 20 5 61 5
But that’s 2 too few, so add
back 2.
26 49 15 56
31 2 33
(blue) (red) (red) (blue)
2. Did you colour more red boxes or blue boxes? blue
How many more? 4

CHAPTER 4
4 Solve Problems by Acting Them Out

Goal Solve addition and subtraction problems by acting them out.
You will need buttons, bread tags, toothpicks, At-Home Help

or other small items to use as counters. Acting it out is a problem-
Show your work. solving strategy. Materials are
used to support actions.
1. Sharleen’s book has 48 pages. She read 8 pages For example, consider this
on Sunday. She reads 8 pages every day after problem:
that. What day will she finish the book? Each day Jared saw 2 more
birds than he did the previous
Sunday 8, Monday 16, Tuesday 24, Wednesday 32, day. He saw 4 birds on Monday.
Thursday 40, Friday 48 How many birds did he see
book finished on Friday altogether from Monday to
Thursday?
To solve this problem, do
2. Liam has 18 hockey cards. Every day he adds actions such as:
6 new cards and gives away 4 cards. • Place 4 counters for Monday.
• Add 2 more than 4, or 6,
How many cards will he have after 5 days? counters for Tuesday.
day 1: 18 + 6 – 4 = 20 • Add 8 counters for Wednesday.
day 2: 20 + 6 – 4 = 22 • Add 10 counters for Thursday.
day 3: 22 + 6 – 4 = 24 • Count all the counters.
day 4: 24 + 6 – 4 = 26 Jared saw 28 birds altogether.
day 5: 26 + 6 – 4 = 28
28 cards after 5 days
3. Callum had 10 hockey cards. Brandon, Maria, and Hector

each gave him the same number of cards. Callum ended
up with between 20 and 30 cards.
a) How many cards did each friend give Callum?

4 + 4 + 4 = 12 and 10 + 12 = 22, so 4 cards each
b) Find 2 other possible answers.

5 + 5 + 5 = 15 and 10 + 15 = 25, so 5 cards each
6 + 6 + 6 = 18 and 10 + 18 = 28, so 6 cards each

CHAPTER 4
5 Estimating Sums and Differences

Goal Estimate sums and differences of 2-digit numbers.
1. Estimate. Show your work. At-Home Help

Estimating helps you to determine
a) 56 43 is about if an answer is reasonable. One
60 + 40 = 100 way to estimate is to round one or
both numbers to the nearest ten.
b) 77 48 is about 38 24 is about
40 20, or 60.
80 – 50 = 30
or
c) 27 17 12 is about 38 24 is about
40 24, or 64, if adding
30 + 20 + 10 = 60
to a multiple of ten is easy
enough to do mentally.
d) 36 19 21 is about
40 + 20 + 20 = 80
e) 89 61 is about
90 – 60 = 30
Estimate. Circle the letter of the best estimate.
2. 46 4. 66
38 51
A. 50 B. 60 C. 70 D. 90 A. 100 B. 120 C. 140 D. 150
3. 59 5. 83
32 67
E. 10 F. 20 G. 30 H. 50 E. 10 F. 30 G. 140 H. 150
6. Why might you estimate 26 78 as 25 75?

For example, because adding 25 + 75 is easy. It’s 100 and is close to 26 + 78.

CHAPTER 4
6 Adding 2-Digit Numbers

Goal Add 2-digit numbers with and without regrouping.
At-Home Help
There is more than one way
to add larger numbers.
ball toy car key chain book Here are 3 ways to add:
82¢ 58¢ 44¢ 75¢
37
1. Dan spent 119¢. Circle the letter 78
of the 2 items he bought. First add the tens.
30 70 100
A. ball and book Next add the ones.
B. book and key chain 7 8 15
Then add the tens and ones.
C. car and book 100 15 115
D. ball and toy car or

First add the ones.
2. Jane bought a ball and a book. 7 8 15
Circle the letter of how much she spent. Next trade 10 ones for 1 ten.
15 becomes 1 ten and 5 ones.
E. 150¢
Then add the tens.
F. 126¢ 3 tens 7 tens 1 ten 11 tens
11 tens and 5 ones 115
G. 157¢
or
H. 147¢
Since 37 is 3 less than 40 and
78 is 2 less than 80, add
3. Sari spent 102¢. Circle the letter of the
40 80 120.
2 items she bought. But that is 5 (3 2) too many,
A. ball and key chain so 120 5 115.
B. book and toy car

C. key chain and toy car
D. book and key chain
4. Calculate each sum.
a) 56 b) 75 c) 95 d) 47
73 38 27 86
129 113 122 133

CHAPTER 4
7 Subtracting 2-Digit Numbers

Goal Subtract 2-digit numbers with and without regrouping.
Show your work. At-Home Help

This is one way to subtract
1. Brady counted 55 cars on the way to school. 2-digit numbers with
Ben counted 37 cars. regrouping when you don’t
How many more cars did Brady count? have base ten blocks.
18 For example, in
93
56
you can’t take 6 ones from 3 ones,
2. Louise skipped 62 times in a row. but you can regroup 93 as
Harry skipped 48 times. 8 tens 13 ones.
8 13
a) How many more times did Louise 93 8 tens 13 ones
skip than Harry? 56 5 tens 6 ones
37 3 tens 7 ones
14
b) Maria skipped 86 times in a row.

How many more times did Maria skip than Louise?
24
c) How many more times did Maria skip than Harry?

38
3. Calculate each difference.
a) 48 b) 71 c) 35 d) 95
27 33 18 69
21 38 17 26

CHAPTER 4
Test Yourself
1. Which number facts belong to the same fact family

as 9 16?
A. 16 7 B. 9 16 C. 9 7 D. 10 16
2. What is 40 70?
E. 30 F. 100 G. 110 H. 120
3. Which is not a way to solve 35 8 mentally?

A. Add 10 to 35 and add another 2.
B. Add 10 to 35 and subtract 2.
C. Add 5 to 35 and add 3 more.
D. Subtract 2 from 35 and add 10.
4. Ian has 24 rocks from the schoolyard. On Monday he put

3 rocks back and got 5 new ones. He did that every day.
How many rocks did he have on Friday?
E. 22 F. 26 G. 32 H. 34
5. What is the best estimate for 71 49?
A. 20 B. 30 C. 40 D. 50
6. What is the best estimate for 64 57?
E. 100 F. 110 G. 120 H. 130
7. Which of these sums has an answer of 145?
A. 45 B. 38 C. 66 D. 84
27 44 79 58
8. What is 95 57?
E. 38 F. 42 G. 47 H. 48

CHAPTER 5
1 Measuring in Centimetres
Goal Estimate and measure lengths in centimetres.
You will need a centimetre ruler. At-Home Help

It helps to use a personal
1. Use your hands and fingers to estimate reference to estimate lengths
the length of each object. Write your estimates. in centimetres. A child’s fingertip
Then use your ruler to measure. Write the is about one centimetre (1 cm).
measurements. The width of a child’s hand with
fingers spread is about 10 cm.
a) about
10 cm
Estimate Estimates will vary.

Measurement 7 cm
b)
Estimate Estimates will vary.

Measurement 3 cm
c) the width of this page Estimate Estimates will vary.
Measurement 20 cm or 21 cm
d) the length of this page Estimate Estimates will vary.
Measurement 27 cm or 28 cm
2. Use your fingers and hands to estimate. Find 2 objects

that you think are each length. Then use a ruler to measure.
For example:
a) 20 cm Object a telephone Measurement Measurements will vary.
Object a picture Measurement Measurements will vary.
b) 60 cm Object width of a TV Measurement Measurements will vary.
Object width of a desk Measurement Measurements will vary.
Copyright © 2004 Nelson Answers Chapter 5: Measuring Length, Time, and Temperature 35
CHAPTER 5
2 Measuring in Metres and Centimetres

Goal Estimate and measure lengths in metres and centimetres.
You will need a measuring tape or a metre stick. At-Home Help

As with centimetres, it helps
1. Use giant steps to estimate each object. to use a personal reference to
Write your estimate. Next, measure the object estimate lengths in metres. The
to the nearest metre. Then measure in metres length of a child’s giant step
and centimetres. The first one is done for you. may be about one metre (1 m).
Answers will vary.

a) length of a sofa Estimate 2 m
Measurement to nearest metre 2 m
Measurement in metres and centimetres 2 m 4 cm
b) width of a door Estimate 1 m

c) width of a window Estimate 1 m

d) length of a table Estimate 2 m

e) height of a chair Estimate 1 m

f ) length of a bed Estimate 2 m

36 Answers Chapter 5: Measuring Length, Time, and Temperature Copyright © 2004 Nelson
CHAPTER 5
3 Comparing Lengths to a Kilometre

Goal Explain how long a kilometre is.
Circle the letters of the items that are about 1 km. At-Home Help
Write the letters that you circled in order below. A kilometre can be difficult to
You should spell a special Canadian event. visualize because it is so large.
The first one is done for you. Think of some places that are
about 1 km away from your
home. It takes about 15 minutes
for a child to walk 1 km.
1. 100
1 km 1000 m
T
2. 1000 schools
A
3. 1000 8. 1000 13. 1000

E Y X
4. 100 9. 1000 snowboards 14. 100 classrooms

F F R
5. 1000 metre sticks 10. 100 15. 100 small houses

R R U
6. 100 11. 1000 desks 16. 1000

S O N
7. 1000 12. 1000

R R
T E R R Y F O X R U N
CHAPTER 5
4 Choosing an Appropriate Unit

Choose centimetres, metres, or kilometres to measure
Goal lengths and order lengths with different units.
At-Home Help
Sometimes lengths can be
measured using different units.
For example, you can measure
the height of a door in metres or
centimetres. Often, it is better to
measure in one unit than
another. Part of estimating and
measuring lengths is deciding
which unit or units to use.
1. Complete each statement using centimetres, metres, or kilometres.
a) An oak tree might be about 20 metres tall.
b) A forest might be about 4 kilometres long.
c) The trunk of an oak tree might about be 2 metres around.
d) An oak tree branch might be about 6 metres long.
e) An oak leaf is about 5 centimetres wide.
f ) An acorn is about 3 centimetres long.
2. Name 2 objects or distances that might have each length.

Answers will vary.
a) 3 km a hiking trail
distance to a shopping mall
b) 3 m length of a room
length of a wall unit
c) 3 cm width of a ruler
width of a cellular phone
CHAPTER 5
5 Measuring Perimeter
Goal Estimate, measure, and compare perimeters.
1. Calculate each perimeter. Show your work. At-Home Help

a) 15 km Perimeter is the distance
around the outside of a shape.
4 cm
15 km 15 km 60 km
2 cm 2 cm
15 km
4 cm
b) This rectangle has a perimeter
of 12 cm.
25 cm 25 cm 75 cm
2 cm 4 cm 2 cm 4 cm
12 cm
25 cm
c) 6m d) 10 cm 10 cm
4m 4m
10 cm 10 cm
20 m 50 cm
6m 10 cm
2. Draw 2 shapes each with 4 straight sides and no openings.

Measure each side to the nearest centimetre.
Label the side lengths on your drawings.
Calculate the perimeters of your shapes.
Tell which shape has the greater perimeter.
Shape 1 Shape 2
Answers will vary.
CHAPTER 5
6 Telling Analog Time

Goal Tell and write time using a clock with hands (analog clock).
1. Complete each time. At-Home Help

a) The shorter hand is the hour
11 12 1
10 2 hand and the longer hand is
9 3 the minute hand.
8 4
7 6 5
5 minutes after 4
b) e)
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
5 minutes before 7 20 minutes after 3
c) f)
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
10 minutes before 5 25 minutes after 1
d) g)
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
15 minutes after 8 20 minutes after 3
2. Write each time in 2 ways.

a) b)
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5
30 minutes before 8 15 minutes before 9
30 minutes after 7 45 minutes after 8
CHAPTER 5
7 Telling Digital Time

Tell and write time using a digital clock. At-Home Help
Goal
a.m. starts at midnight.
p.m. starts at noon.
1. Match the times on the clocks to the times on
the right.
a) 25 minutes after 9 in the morning

4:00 a.m.
p.m.
b) 15 minutes after 10 at night

8:40 a.m.
p.m.
c) 12 minutes after 2 in the afternoon

a.m.
p.m.
d) 20 minutes before 9 in the evening

6:24 a.m.
p.m.
e) 24 minutes after 6 in the morning

5:30 a.m.
p.m.
f) 4 o’clock in the afternoon

a.m.
p.m.
g) 30 minutes after 5 in the morning

a.m.
p.m.
h) 10 minutes after 1 in the night

9:25 a.m.
p.m.
2. Write each time the way it would look on a digital clock.

Use a.m. or p.m.
a) 25 minutes to 10 in the morning 9:35 a.m.
b) 15 minutes after 7 at night 7:15 p.m.
c) 20 minutes to 11 in the morning 10:40 a.m.
d) 16 minutes after 4 in the afternoon 4:16 p.m.
e) noon 12:00 p.m.
CHAPTER 5
8 Measuring How Time Passes

Goal Estimate and measure the passage of time in minutes.
Kelly and Marco spent a summer day together. At-Home Help

Here is what they did. To figure out how long something
takes, you can think of hands
Activity Start Finish moving on an analog clock.
biked to the beach 10:30 a.m. 11:00 a.m. For example, from 9:45 a.m.
swam 11:00 a.m. 12:00 p.m. to 11:00 a.m. is 1 hour and
15 minutes.
ate lunch 12:00 p.m.
11 12 1
10 2
built a sand castle 12:45 p.m. 9 3
8 4
7 6 5
played volleyball 12:45 p.m. 1:30 p.m.
biked home 1:30 p.m. 1 hour
11 12 1
10 2
1. How long did it take Kelly and Marco to bike to 9
8 4
3
7 6 5
the beach?
30 minutes 15 minutes
11 12 1
10 2
2. How long did they swim? 9 3
8 4
7 6 5
1 hour
3. They ate lunch for 20 minutes. When did they finish?

12:20 p.m.
4. How long did they play volleyball?

45 minutes
5. Which activity took the longest time?

swimming
6. It took them 40 minutes to bike home. At what time did they get there?
2:10 p.m.
7. How long did they spend together that day?

3 hours 40 minutes
CHAPTER 5
9 Solve Problems Using Charts

Goal Use a chart to solve problems.
The chart at the bottom of the page shows a At-Home Help

television schedule from 6:00 p.m. to 9:00 p.m. Charts are useful tools for
Use the chart to answer these questions. organizing information.
A television schedule is a
1. How many nights is the Game Show on? 3 common type of chart.
2. How long is the Movie on Friday night? 2 hours
3. On which night is the Hockey Game? Saturday
4. How many shows are on Sunday between 6:00 p.m. and 9:00 p.m.? 3
5. Which shows are on Thursday between 6:00 p.m. and 9:00 p.m.?
News, Sports, Game Show, and Comedy Show
6. At what time do the Monday Night Music Videos start? 7:00 p.m.
7. At what time do the Monday Night Music Videos end? 9:00 p.m.
8. Make up a question about the television schedule.

For example: Which nights is the Comedy Show on?
Television Schedule for the Week

Sunday Monday Tuesday Wednesday Thursday Friday Saturday
6:00 News News News News News News News

Hour Hour Hour
6:30 Sports Sports Sports Sports
7:00 Extinct Monday Game Game Game Movie Hockey

Animals Night Show Show Show Game
7:30 Music
Videos
8:00 Mystery Comedy Real TV Comedy
Show Show Show
8:30
CHAPTER 5
10 Measuring Temperature
Goal Estimate, read, and record temperature.
Match each item with the correct temperature At-Home Help

below. Write the letter above each temperature. Degree Celsius (˚C) is a unit of
What did you spell? measurement for temperature.
Some common temperatures are
1. temperature at which water freezes T 0°C 100˚C boiling water
37˚C body
2. room temperature M 22°C 7˚C inside a refrigerator
0˚C ice water
3. 30 E 10°C
20
10 8. a hot drink H 55°C
0
9. R -20°C
10 10
°C 0
10
4. a cold winter day E -10°C 20
30
5. body temperature R 37°C °C
6. temperature at which
water boils T 100°C 10. a hot summer day M 30°C
7. °C
O 85°C 11. E 40C°
60
100
50
90
40
80
30
70
20
60
T H E R M O M E T E R
100˚C 55˚C 40˚C 37˚C 30˚C 85˚C 22˚C 10˚C 0˚C 10˚C 20˚C
CHAPTER 5
Test Yourself
1. Use a centimetre ruler to measure this drinking straw.
A. 10 cm B. 12 cm C. 15 cm D. 18 cm
2. Which item could have a length of about 2 m?

E. a computer G. a computer mouse
F. a computer desk H. a computer mouse pad
3. Which set of items could have a length of about 1 km?

A. 100 children holding hands C. 100 paper clips
B. 1000 children holding hands D. 1000 paper clips
4. A flower stem could be about 30 long.

E. centimetres F. metres G. kilometres
5. What is the perimeter of this shape? 6m 6m
A. 19 m C. 27 m 8m 8m
B. 28 m D. 33 m 5m
6. What time is shown?

11 12 1
10 2
E. 6:20 G. 4:30 9 3
8 4
F. 4:03 H. 6:40 7 6 5
7. What time is shown?

A. 20 minutes after 10 in the morning
a.m.
p.m.
B. 20 minutes before 10 in the morning
C. 20 minutes after 10 at night
D. 20 minutes before 10 at night
8. Which temperature is a comfortable room temperature?

E. 31˚C F. 21˚C G. 12˚C H. 1˚C
CHAPTER 6
1 Estimating Sums
Goal Estimate in addition situations.
1. Estimate the number of riders. At-Home Help

Number of Riders You use easy-to-add numbers
to estimate sums. The numbers
Day Roller coaster Spin-a-wheel
can be rounded to the nearest
Monday 215 347 multiple of 10, 100, or 25. You
Tuesday 268 553 can round both numbers or only
one number.
Estimates will vary. Examples are given. For example, 126 149 could
a) on Monday 550 be estimated as
• 130 150 280 by rounding
b) on Tuesday 850 to the nearest 10
• 125 150 275 by thinking
c) on the roller coaster 500 about quarters
2. Write addition sentences to show 2 ways only one number
to estimate the total number of
spin-a-wheel riders in Question 1.
300 + 600 = 900
350 + 550 = 900
3. Estimate each sum. Write the addition sentence for the estimate.
a) 324 378 300 + 400 = 700
b) 176 217 200 + 200 = 400
c) 538 129 550 + 125 = 675
4. Circle the best estimate for 352 356.

A. 400 400 B. 300 300 C. 300 50 300 50
5. a) Use one colour to circle 2 numbers below whose sum is

between 500 and 600. (circled in black)
b) Use another colour to circle 2 different numbers below

whose sum is between 500 and 600. (circled in grey)
295 274 453 317 374 95
46 Answers Chapter 6: Adding and Subtracting with Greater Numbers Copyright © 2004 Nelson
CHAPTER 6
2 Adding with Base Ten Blocks

Goal Add 2-digit and 3-digit numbers using concrete materials.
Museum Visitors At-Home Help

Time Number of visitors Base ten blocks representing
10 a.m. – 11 a.m. 137 hundreds, tens, and ones can
11 a.m. – 12 p.m. 158 be used to model addition.
12 p.m. – 1 p.m. 212
323 38 is shown as
3 hundreds, 5 tens, 11 ones.
1. Draw the base ten blocks you would use to
model each number.
a) 137 Regroup the 11 ones as
1 ten 1 one to get
3 hundreds, 6 tens, 1 one.
b) 158 So 323 38 361.
c) 212
2. Complete the chart.

Time period Blocks to show total Number of visitors
number of visitors
a) 10 a.m. – 12 p.m. 2 hundreds

8 tens
295
15 ones
b) 11 a.m. – 1 p.m. 3 hundreds

6 tens 370
10 ones
c) 10 a.m. – 1 p.m. 4 hundreds

9 tens 507
17 ones
Copyright © 2004 Nelson Answers Chapter 6: Adding and Subtracting with Greater Numbers 47
CHAPTER 6
3 Adding 2-Digit and 3-Digit Numbers

Goal Add 2-digit and 3-digit numbers using pencil and paper.
1. Estimate each sum. Then calculate. At-Home Help

To add 2-digit and 3-digit
Estimates will vary. Examples are given.
numbers, find the total numbers
of ones, tens, and hundreds.
a) 137 152
Regroup where necessary.
For example,
11
Estimate 290 Calculate 289 456 14 ones is 1 ten 4 ones.
78 13 tens is 1 hundred 3 tens.
b) 238 134 534
Estimate 370 Calculate 372
c) 372 153
Estimate 525 Calculate 525
2. Diane has 138 pennies in one

piggy bank and 285 pennies 423 pennies
in another. How many pennies
does she have in all?
3. Add.
a) 318 b) 164 c) 538 d) 447
219 65 149 384
537 229 687 831
4. Marg needs 500 stamps to win a prize. Yes.

She has 329. Her sister gives her 175. 329 + 175 = 504
Does she have enough now? 504 is greater than 500.
Show your work.
5. The same digit goes in each place. What is the missing digit?
4 8 8 3 8 8 8 76
CHAPTER 6
4 Communicate a Solution to a Problem

Goal Explain a solution to a problem.
Solve this problem. Explain each of your steps. At-Home Help

Use the Problem-Solving Steps and the Problem-Solving Steps
Communication Checklist. • Understand the Problem
• Make a Plan
1. Ben and Glynis used 177 building block pieces • Carry Out the Plan
to build 2 robots. Glynis used 21 more pieces Communication Checklist
than Ben. How many pieces did Ben use? ✓ Did you show all the steps?
✓ Did you explain your thinking?
For example:
Understand the Problem: Ben’s number of pieces and Glynis’s
number of pieces add to 177. Glynis’s number is 21 more than Ben’s.
Make a Plan: I will try guessing and testing different numbers.
Carry Out the Plan:
Ben 100 Glynis 121 Total 211 (too high)
Ben 50 Glynis 71 Total 121 (too low)
Ben 80 Glynis 101 Total 181 (just 4 to high)
I will give each person 2 fewer pieces.
Ben 78 Glynis 99 Total 177 (correct)
So Ben used 78 pieces.
CHAPTER 6
5 Estimating Differences
Goal Estimate in subtraction situations.
1. 500 bottles are needed to win a prize. At-Home Help

About how many more bottles does each You use easy-to-subtract
student need to collect? numbers to estimate differences.
You can round to the nearest
Student Devon Mona Rebecca
multiple of 10 or 100 and take
Bottles collected 89 217 264 away.
You can also round to the nearest
Estimates will vary. Examples are given. multiple of 10 or 100 and count up.
a) Devon 400 You can round both numbers or
only one number.
b) Mona 300
For example, 539 278 could
c) Rebecca 200 be estimated as
2. Write subtraction sentences to show 2 ways to the nearest 100 and taking
away
to estimate how many more bottles
Mona has than Devon in Question 1. to the nearest 10 and counting
200 – 100 = 100 up from 280: 20 to 300, 200
more to 500, and 40 more
220 – 100 = 120 to 540
3. Estimate each difference. Write the only one number
subtraction sentence for the estimate.
a) 413 218 400 – 200 = 200
b) 487 369 500 – 400 = 100
c) 614 168 600 – 200 = 400
4. Circle the best estimate for 647 264.

A. 600 300 B. 600 200 C. 650 275
5. a) Use one colour to circle 2 numbers below whose

difference is between 300 and 400. (circled in black)
b) Use another colour to circle 2 different numbers below

whose difference is between 300 and 400. (circled in grey)
562 158 18 397 522
CHAPTER 6
6 Adding and Subtracting to Compare

Goal Compare numbers using addition and subtraction.
1. Add on to solve each. At-Home Help

a) 430 382 48 With a subtraction question, you
8 10 10 10 10 can add on to the number being
subtracted or count back from
the total.
380 390 400 410 420 430
For example, to calculate
32 316 291
b) 421 389
9 10 6
1 10 10 10 1
290 300 310 320
9 10 6
380 390 400 410 420 430
290 300 310 320
c) 211 178 33
316 291 25
2 10 10 10 1
170 180 190 200 210 220
2. Jump back to solve each.

a) 431 397 34
3 10 10 10 1
390 400 410 420 430 440
b) 525 484 41
6 10 10 10 5
480 490 500 510 520 530
c) 477 389 88
1 10 10 10 10 10 10 10 10 7
380 390 400 410 420 430 440 450 460 470 480 490
3. Draw a base ten block picture to show adding on
to solve 417 161. Write the difference. 256
CHAPTER 6
7 Subtracting from 3-Digit Numbers

Goal Subtract from 3-digit numbers using pencil and paper.
1. Estimate each difference. Then calculate. At-Home Help

To subtract from 3-digit
Estimates will vary. Examples are given.
numbers, find how many ones,
a) 678 384 tens, and hundreds are left.
Regroup where necessary.
For example,
3 14
300 294 5 tens and 6 ones is
4 16
Estimate Difference 4 5 6 4 tens and 16 ones.
7 8 4 hundreds and 4 tens is
b) 714 328 3 7 4 3 hundreds and 14 tens.
Estimate 400 Difference 386
c) 436 276
Estimate 100 Difference 160
2. Derek has 138 nickels and

285 pennies in his piggy bank.
147 more
How many more pennies
does he have?
3. Subtract.
a)318 b) 164 c) 538 d) 423
214 25 149 388
104 139 389 35
4. Megan has 371 stickers.
She gives 145 away. 226 left
How many does she have left?
5. The same digit goes in each place. What is the missing digit?
4 33 38 4 4 9
CHAPTER 6
8 Adding and Subtracting Money

Goal Add and subtract money using different methods.
Midtown Diner M E N U At-Home Help

Pie $1.29 When adding and subtracting
prices, think of dollars, dimes,
Sandwich $3.45 and pennies like hundreds, tens,
and ones.
Juice $0.99 For example, to find the total of
items costing $1.39 and $2.47,
Milk $1.25 think
Soup $2.15 1 loonie 3 dimes 9 pennies
and
2 loonies 4 dimes 7 pennies.
1. What is the total cost of the items? The total is 3 loonies, 7 dimes,
and 16 pennies. Trade the
a) sandwich and soup pennies and the total is $3.86.
$5.60 To find out how much more an
item that costs $2.47 is than
b) juice and sandwich one that costs $1.39, think
2 loonies 4 dimes 7 pennies
$4.44 is the same as
2 loonies 3 dimes 17 pennies.
c) pie and milk If you compare this to
1 loonie 3 dimes 9 pennies,
$2.54 there is 1 more loonie and 8 more
pennies. The difference is $1.08.
2. How much more does one item cost
than the other?
a) milk than juice b) sandwich than soup c) soup than pie
$0.26 $1.30 $0.86
3. Daniel has $9.00. He wants to buy everything on the menu.

Does he have enough money? Show your work.
No. For example, $1 + $3 + $1 + $1 + $2 = $8 and
29¢ + 45¢ + 25¢ + 15¢ - 1¢ is more than $1.
CHAPTER 6
9 Calculating Change
Goal Make purchases and change for amounts up to $10.00.
You will need a calculator. At-Home Help

You can use a calculator to figure
1. Calculate the change. out the change by subtracting
a) You have $5.00. A toy costs $1.39. the cost of the item from the
amount of money you have.
The change is $3.61 .
b) You have $5.00. A ball costs $2.89.
The change is $2.11 .

$3.89
c) You have $10.00. A skipping rope Press ¿ A B A A
$6.81 π¬B≠ÆG
costs $3.19. The change is .
2. a) Choose 2 items to buy at the

Midtown Sports sale.
Answers will vary. Examples are given.
baseball and T-ball bat $5.50

l
Bas ebal
$3.29
l bat
b) How much do the 2 items cost -bal
T $1.19
ug
$8.79 No se pl
together? $4.73
T- s h i rt
$1.17
c) What is your change from $10.00 for the s
Flip -flop
2 items? $1.21
3WB
d) Find 3 items to buy that cost less than $10.00 together. 1 MATH
T-shirt, flip-flops, and nose plug
e) What is your change from $10.00 for the 3 items? $2.91
CHAPTER 6
10 Choosing a Calculation Method

Goal Choose the best way to add or subtract.

How you add or subtract
1. Circle in red 2 questions that you will depends on the numbers.
calculate mentally.
You could add 312 99
Circle in green 2 questions that you will solve in your head. Think:
with a calculator. 312 100 1 412 1
Circle in blue 2 questions that you will solve 411
on paper. You might use a calculator to
Solve each using the method you planned. find 461 173 because there is
a lot of regrouping.
Methods will vary.
∂∏¿π¿¨¬G
a) 318 199 517 You might use paper when the
numbers are easier.
b) 468 357 825 325
413
c) 201 198 3 738
d) 314 103 211
e) 153 224 377
f ) 800 362 438
2. Calculate using the method of your choice.
a) 372 c) 185 e) 409 g) 628

576 526 386 149
948 611 795 777
b) 526 d) 713 f) 465 h) 424

434 299 386 202
92 414 79 222
CHAPTER 6
Test Yourself
1. Choose the best estimate for 339 + 278.

A. 300 B. 400 C. 500 D. 600
2. Which sum is about 700?

E. 360 478 F. 275 388 G. 689 146 H. 348 226
3. Which sum is 765?

A. 339 436 B. 248 517 C. 382 483 D. 389 486
4. What is 537 264?

E. 801 F. 791 G. 701 H. 802
5. Choose the best estimate for 723 – 179.

A. 300 B. 400 C. 500 D. 600
6. Which difference is about 400?

E. 820 478 F. 329 125 G. 806 387 H. 679 212
7. Which difference is 266?

A. 642 276 B. 781 565 C. 502 368 D. 531 265
8. What is 815 337?

E. 378 F. 478 G. 472 H. 372
9. What is the total cost if one toy costs $2.17 and another costs $3.48?
A. $5.65 B. $5.56 C. $5.55 D. $6.65
10. How much more is a T-shirt that costs $8.57 than a pair of
goggles that costs $2.98?
E. $5.59 F. $5.57 G. $6.59 H. $6.57
11. A pair of goggles costs $2.98. How much change should Ann
get from $10.00 if she buys 2 pairs of goggles?
A. $7.02 B. $4.04 C. $6.98 D. $4.08
CHAPTER 7
1 Exploring Tangrams
Goal Solve tangram puzzles.
You will need scissors and a ruler. At-Home Help

A tangram is an ancient Chinese
1. Trace and cut out the 7 tans. puzzle. It has the 7 shapes, or
tans, shown at the left.
A parallelogram is a shape that
has 4 sides with opposite sides
that are parallel, or always the
same distance apart.
2. Use all 7 tans to solve the dog puzzle.
3. Make another tangram puzzle. Give it to someone at home to solve.

Answers will vary.
Copyright © 2004 Nelson Answers Chapter 7: 2-D Geometry 57

CHAPTER 7
2 Describing Congruent Shapes

Goal Match and describe congruent shapes.
1. Identify the letters of pattern blocks shown At-Home Help

that are congruent. Congruent shapes are identical
in size and shape.
A
C E In the tangram on page 57,
there are 2 sets of congruent
shapes: the 2 large triangles and
the 2 small triangles.
B D F
A and E are congruent.

B and D are congruent.
2. Identify the letters of the shapes that are congruent.
C
A B D E F
A, C, and E are all congruent.
3. Trevor has 4 coins that total $1.55. Will any of the coins
be congruent? Explain. Yes. For example, Trevor likely has 1 $1 coin, 2 quarters,
and 1 nickel, so the 2 quarters will be congruent.
4. Find 2 or more sets of congruent shapes in your home.
Describe them. For example, the kitchen chairs are all the same size and shape.
My bed and my brother’s bed are the same size and shape.
58 Answers Chapter 7: 2-D Geometry Copyright © 2004 Nelson

CHAPTER 7
3 Symmetry
Goal Identify lines of symmetry in 2-D shapes.

A symmetrical shape is one
1. a) Trace and cut out each shape.
that if folded in half, the halves
match. The fold line is a line
b) Fold each shape to find all of its lines
of symmetry.
of symmetry.
A rhombus is a parallelogram
c) Using the fold lines on the cutout shapes, with 4 equal sides. The bottom
draw all the lines of symmetry onto the left shape is a rhombus.
shapes on this page.
d) Write the number of lines of symmetry

beside each shape.
2 3

CHAPTER 7
4 Communicate About Symmetry

Goal Use math language to describe line symmetry in 2-D shapes.

1. a) Find all the lines of symmetry in this shape. ✓ Did you show the right
amount of detail?
✓ Did you include a diagram?
✓ Did you use math language?
b) Describe how you found the lines of symmetry.

For example, I traced and cut out the triangle. I folded it several ways,
but only found 1 line of symmetry.
c) What are the strengths of your description?

For example, I used enough detail and I used math language.
d) How can you improve your description?

For example, I could have drawn a diagram, but the diagram was right above.
2. Ben says a square has exactly 2 lines of symmetry.

Explain how you know that he is wrong.
Ben doesn’t have all the lines of symmetry. I know
that the lines between opposite corners are also
lines of symmetry, like this:

CHAPTER 7
5 Sorting 2-D Shapes

Goal Compare and sort 2-D shapes.
1. Sort the triangles. Beside each triangle, At-Home Help

write the letters of the part of the Shapes can be sorted by
Venn diagram where the triangle belongs. attributes. This Venn diagram
shows that the hexagon has
a) c) both sorting attributes.
B B Shapes
4 sides More
or more than
b) d) 2 lines of
symmetry
A D
Triangles
2 or more Exactly 1
sides equal line of
B symmetry
A
C
2. Sort the shapes. Beside each shape, write the letters of

the part of the Venn diagram where the shape belongs.
a) c)
Shapes
A A
All sides Exactly 2
equal lines of
b) d) symmetry
B
A
C
C B
D

CHAPTER 7
6 Geometry Patterns
Goal Describe, extend, and create geometry patterns.
1. a) Identify the attributes of this pattern. Which At-Home Help

attributes change according to a pattern? This geometry pattern has 2
attributes: shape and size.
shape and colour

Both attributes change
both according to a pattern.
The pattern is big pentagon, big
triangle, big square, small triangle,
and then it repeats. There are 3
b) Sketch the next 3 shapes in the pattern. big shapes, then 1 small shape.
Every other shape is a triangle.
c) Describe the pattern. The pattern is black circle, white square, white triangle,
black triangle, and then it repeats. The circles are always black. The squares
are always white. Every second triangle is black.
2. a) Create a pattern in which size and colour change.

b) Extend your pattern.
c) Describe your pattern using math language. The pattern is big black circle,
small black circle, big white circle, small black circle, big black circle, small white
circle, big black circle, small black circle, big white circle, and then it repeats.
There are 2 black shapes and then 1 white. There is 1 big and then 1 small.

CHAPTER 7
Test Yourself
1. Which shape is found most often in a tangram?

A. parallelogram B. square C. triangle D. rhombus
2. Which shape is congruent to shape A? A
E. F. G. H.
3. How many lines of symmetry does shape A in Question 2 have?

A. none B. 1 C. 2 D. 4
4. Which statement is not true?

E. The sides of a shape must all be equal for the shape to
have symmetry.
F. A square has more lines of symmetry than a parallelogram.
G. You can find lines of symmetry by folding a shape in half
in different ways to look for halves that match.
H. A rhombus has 2 lines of symmetry.
5. Where does this triangle belong Triangles

in the Venn diagram?
A. part A 2 or more Exactly 1
sides equal line of
B. part B B symmetry
C. part C A
C
D. part D
D
6. What are the next 2 shapes in this pattern?
E. F. G. H.

CHAPTER 8
1 Exploring Area
Goal Compare and order areas using nonstandard units.

Trace and cut out the number of each pattern Area is the amount of space
block shape indicated. covered by something. You can
find the area using nonstandard
units. For example, the area of
this page is about 6 of a child’s
closed hands, or about 12
playing cards, or about 200
12 triangles 6 rhombuses triangle pattern blocks.
6 trapezoids
1. Measure the areas of shapes A and B using the pattern

block shapes you cut out.
A
B
Shape A: 12 triangles or 6 rhombuses or 4 trapezoids
Shape B: 6 triangles or 3 rhombuses or 3 trapezoids
2. a) Which shape, A or B, has the greater area? A
b) Tell how you know. No matter which shape they were measured in, shape A
had twice as many shapes as shape B.
64 Answers Chapter 8: Area and Grids Copyright © 2004 Nelson

CHAPTER 8
2 Measuring Area with Square Units

Goal Estimate, measure, and compare areas using square units.

Cover each surface to be
1. a) Trace and cut out this square 24 times. measured with squares. None
It will be your square unit. of the surfaces will be an exact
number of squares. For example,
a CD case is about 6 of these
square units.
b) Estimate the number of your square units that will cover
this page. Estimates will vary.
c) Measure the area of this page in your square units. more than 20 square units
2. a) Locate a surface that you think will have less area than
this page. What is the surface? Answers will vary.
this surface. Estimates will vary.
c) Measure the area of this surface in your square units. Answers will vary.
3. a) Locate a surface that you think will have an area that is a bit
larger than this page. What is the surface? Answers will vary.
this surface. Estimates will vary.
c) Measure the area of this surface in your square units. Answers will vary.
Copyright © 2004 Nelson Answers Chapter 8: Area and Grids 65

CHAPTER 8
3 Counting Square Units

Goal Compare and order areas by counting square units.
1. What is the area of each in square units? At-Home Help

a) door 6 d) tree 56 To find the area by counting
square units, sometimes we
b) roof 46 e) grass 42 count every square and at other
times we use strategies, such as
c) wall 34 f ) sky 152 skip counting by 2s. For example,
you can use skip counting by 2s
to count the area of the grass.
2. a) What is the area of the entire house?
86 square units
b) Explain what you did. For example, I added the 3 house parts together.
sky sky
tree roof
sky sky wall
door
grass

CHAPTER 8
4 Solve Problems Using a Model

Goal Use models to solve area problems.

Trace and cut out the 18 tiles at the bottom A model is used to show an idea.
of the page. Use the cutout tiles to help you Materials used for modelling
solve these problems. include counters, base ten
blocks, pattern blocks, tiles,
1. Mike’s family has a patio grid paper, and 2-D shapes.
made of 9 tiles.
They want to double the
area of their patio.
a) What will be the area of the new patio? 18 tiles
b) Model and then sketch 3 shapes for the new patio.

Answers will vary.
For example:
2. a) Model and then sketch 3 different shapes for patios made with 12 tiles.
Answers will vary.
For example:
b) What is the area of each shape? 12 tiles each
3. Model and then sketch as many different square patios as you can.
Answers will vary.
For example:
What is the area of each of your patios? 1 tile, 4 tiles, 9 tiles, 16 tiles

CHAPTER 8
5 Moving on a Grid
Goal Describe movements on a grid.
1. a) Draw 2 routes to move Farmer Ben to At-Home Help

the tractor. Moving up, down, left, and right
For example, on a grid prepares for work with
b) Describe each route. for routes in a): coordinate grids in geometry and
Route 1 4 spaces right, 1 space up helps with reading maps and
other grids.
Route 2 1 space up, 4 spaces right
2. a) Draw the route that moves Ben and the tractor 1 space up and 5 spaces left.
b) Where are they now?

at the scarecrow
3. a) Draw 2 routes to move the gopher to the scarecrow and then to

the farmhouse.
b) Describe each route. For example, for routes in a):
Route 1 1 space down, 2 spaces left, 2 spaces down, 1 space left
Route 2 2 spaces left, 1 space down, 1 space left, 2 spaces down

4. a) Draw yourself in a square close to the farmhouse.
b) Draw a route to move yourself to the silo.
For example, for location in a) and route in b):
c) Describe the route. 6 spaces right, 3 spaces up
For example:
cow silo
gopher
3
4 b)
scare- 2
crow
3
1 tractor
4 a) me
farm- Farmer
house Ben 1

CHAPTER 8
Test Yourself
Use this shape and the pattern block shapes

from page 64 for Questions 1 to 3.
1. What is the area of the shape in pattern

block triangles?
A. 2 C. 6
B. 3 D. 8
2. What is the area of the shape in pattern block rhombuses?

E. 2 F. 3 G. 6 H. 8
3. What is the area of the shape in pattern block trapezoids?

A. 2 B. 3 C. 6 D. 8
4. What is the area of this shape in square units?

E. 12 G. 16
F. 10 H. 9
5. What is the area of the letter E

in square units?
A. 35 C. 9
B. 15 D. 11
6. Maya moves 2 spaces up and 5 spaces right.

Which tree is she at?
spruce
oak
maple
Maya fir
E. spruce F. oak G. maple H. fir

CHAPTER 9
1 Using Adding to Multiply

Goal Multiply using skip counting and addition.
1. Show how many wheels there are At-Home Help

on 5 scooters in each way.
0 2 4 6 8
is skip counting on a number line.
2226
scooter is an addition sentence.
326
a) Draw 5 groups of wheels. is a multiplication fact.
The product is 6 and the
factors are 3 and 2.
b) Skip count on a number line.
0 5 10 15
c) Write an addition sentence. 2 + 2 + 2 + 2 + 2 = 10
d) Write a multiplication fact. 5 x 2 = 10
2. Write an addition sentence and multiplication sentence for each.

a) 5 + 5 + 5 = 15
3 x 5 = 15
b) 7 groups of 2 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14 7 x 2 = 14
3. Calculate each product. Use toothpicks, buttons, or some

other small items as counters if you wish.
a) 2 5 10 d) 6 2 12 g) 5 5 25
b) 4 2 8 e) 6 5 30 h) 3 2 6
c) 4 5 20 f) 7 5 35 i) 2 2 4
70 Answers Chapter 9: Multiplication Copyright © 2004 Nelson

CHAPTER 9
2 Solve Problems by Guessing and Testing

Goal Use guessing and testing to solve problems.
1. 70 students voted to decide where At-Home Help

to go for the grade 3 field trip. Guessing and testing is a useful
Places for the Grade 3 Trip problem-solving strategy. You
can use guessing and testing to
museum find out how many students
each represents.
zoo
Favourite Fish for 18 Students
aquarium tetra
goldfish
Each means ■ students. Each means ■ students.
18 students were surveyed, but

a) How many students does each represent? there are not 18 .
Guess 5 for each .
5
Test by skip counting.
5 10 15
b) How many students voted for each place?
20
museum: 15 That’s a lot more than 18.
zoo: 35 Guess 2 for each .
aquarium: 20
2 4 6
8 10 12 14 16 18
2. Jordie has 5 of the same coins. That’s correct, so each
He has less than 30¢. How much means 2 students.
money could Jordie have?
Jordie could have 25¢ (5 nickels) or 5¢ (5 pennies).
3. Mia has 33¢ in her pocket. She has only 3 pennies.

What are all the different combinations of coins she could have?
1 quarter, 1nickel, 3 pennies
3 dimes, 3 pennies
2 dimes, 2 nickels, 3 pennies
1 dime, 4 nickels, 3 pennies
6 nickels, 3 pennies
Copyright © 2004 Nelson Answers Chapter 9: Multiplication 71

CHAPTER 9
3 Arrays and Multiplication

Goal Use arrays to represent and solve multiplication problems.
1. Write 2 related multiplication facts for each array. At-Home Help

a) An array is a rectangular
arrangement of objects or
4 x 6 = 24 pictures.
6 x 4 = 24 Related multiplication facts

are 2 facts that describe the
same array.
b)
7 x 3 = 21
248 428
3 x 7 = 21
2. Sketch 1 array for each. Write the related multiplication facts.

a) 4 5 b) 3 6 c) 2 7 d) 6 6
2 x 7 = 14
3 x 6 = 18 7 x 2 = 14
4 x 5 = 20 6 x 3 = 18
5 x 4 = 20 6 x 6 = 36
3. a) How many facts can you write for 6 6 in Question 2 d)? 1

b) Sketch another array that is like 6 6.
Answers will vary.
For example:
5. Complete this sentence.

If I know 7 5 35, then I know 5 7 35.
or 5 x 7 = 35 and 7 x 5 = 35

CHAPTER 9
4 Doubling
Goal Relate multiplication facts using a doubling strategy.
1. a) This array shows At-Home Help

2 sets of 4 buttons. To double a number, multiply
Extend the array the number by 2 or add the
to make 4 sets of number to itself.
To double 6, use
4 buttons.
2 6 12 or 6 6 12.
b) How does your array show that 4 4 To double a multiplication fact,
multiply one of the factors and
is double 2 4? It doubles because there
the product by 2.
are 4 sets of 4 buttons, not 2. To double 4 3 12, use
4 6 24 or 8 3 24.
In other words, 2 x 4 becomes 4 x 4.
2. Use 5 4 20 to calculate 5 8 40 .
3. How many mittens are needed for each?

a) 2 sets of twins b) 2 sets of quadruplets
8 mittens 16 mittens
4. a) Sketch an array to show 4 5.

Write the multiplication fact.
or
4 x 5 = 20
b) Double the number of rows in the array.

Write the multiplication fact.
8 x 5 = 40 or 10 x 4 = 40
or
5. Complete each doubled fact.

a) 4 3 12, so 4 6 24 . c) 3 7 21, so 6 7 42 .
b) 5 3 15, so 5 6 30 . d) 3 6 18, so 6 6 36 .

CHAPTER 9
5 Relating Multiplication Facts

Goal Show different ways to multiply.
1. a) 5 5 25 and 2 5 10, At-Home Help

35 This array shows how to find
so 7 5 .
7 2 by adding other facts of 2.
b) 5 groups of 3 15
2 groups of 3 6
5 2 10
So 7 groups of 3 21 .
2. Colin remembers 7 7 49,

224
but he can’t remember 6 7.
Is 6 7 greater than or less than 49? less
So 7 2 14.
Explain. For example, 6 is less than 7,

so 6 x 7 is less than 7 x 7.
3. Draw a sketch to show how to find each product by using 2 arrays.

a) 6 4 = 24 b) 7 7 = 49
5 x 4 = 20 6 x 7 = 42
1x4=4
1x7=7
4. You remember 4 4 16, but you forget 4 7.
Is 4 7 greater than or less than double 16? less
Explain. For example, since 4 x 4 = 16, then 4 x 8 = 32.

4 x 7 is less than 4 x 8, so 4 x 7 is less than double 16, or 32.
5. Paulette’s dog is 4 years old. How many human years is that?

Remember that 1 dog year is like 7 human years.
28 human years

CHAPTER 9
6 Making a Multiplication Table

Goal Use strategies to complete a multiplication table.
Use the multiplication table below. At-Home Help

1. a) Count by 1s to complete row 1. When completed, the
multiplication table will display
b) Skip count by 2s to complete row 2. all the multiplication facts
up to 7 7.
c) Skip count by 5s to complete row 5.
To find 2 3, find the square
d) Complete columns 1, 2, and 5. where row 2 crosses column 3.
The product 6 belongs in
2. a) Add row 1 and row 2 to complete row 3. this square.
For example, in the square where row 3
and column 1 cross, write 3 because 1 2 3.
b) Complete column 3.
3. a) Double row 2 to complete row 4.
b) Double row 3 to complete row 6.
c) Which columns will you complete in a similar way?
Columns 4 and 6
column
4. Complete row 7 and column 7.
What method did you use? ⴛ 1 2 3 4 5 6 7
Answers will vary. For example,
1 1 2 3 4 5 6 7
it was all filled in from having
2 2 4 6 8 10 12 14
done the columns except for
7 x 7, which is 7 more than row 3 3 6 9 12 15 18 21
6 x 7, or 49. 4 4 8 12 16 20 24 28
5 5 10 15 20 25 30 35
6 6 12 18 24 30 36 42
7 7 14 21 28 35 42 49

CHAPTER 9
Test Yourself
1. Which multiplication fact is shown on this number line?
0 5 10 15
A. 5 2 10 B. 4 5 20 C. 6 2 12 D. 3 5 15
2. Which multiplication fact matches this picture?
E. 5 5 25 F. 5 3 15 G. 5 1 5 H. 5 4 20
3. How many students does each represent?

Favourite Pet for 30 Students
dog
cat
Each means ■ students.
A. 1 B. 2 C. 5 D. 10
4. Which related multiplication facts match this array?

E. 6 7 and 7 6 G. 3 7 and 7 3
F. 3 6 and 6 3 H. 2 7 and 7 2
5. Which array matches 3 4 12?

A. B. C. D.
6. Which multiplication fact shows double the fact 2 3 6?

E. 4 3 12 F. 4 6 24 G. 2 4 8 H. 1 3 3
7. Which number completes the sentence 7 5 7?

A. 3 B. 4 C. 5 D. 7

CHAPTER 10
1 Sharing to Divide
Goal Use words and symbols to describe division by sharing.

or other small items to use as counters. 10 5 2 is a division
sentence. The quotient is 2.
1. 12 tickets are shared equally by 3 winners.
1 Ju
1e June
nJu ne J1uJn1ueJn
1 ne
unJ1eu 1uenJ1ue
J
nue nJ1e nJ1eu
n1e
Ju 1
PepptuPu eppp tPetuPppuPet
tPeup
epptPuppet puPepuPteput
puPppu w
is a picture of the division model
PuP SShoSw ohSh oSw
ohShow
w owSho oShowSohwohw epteptet
ShShw
Sh oww for sharing 10 counters equally
in 5 groups.
a) Model the problem with counters.

Draw a picture of your finished model.
b) Write a division sentence. 12 3 4
Read the sentence as 12 shared equally by 3 is 4 for each.
c) Write a multiplication fact for your model. 3 4 12
2. Model each situation. Draw a picture of your model.

Write a division sentence for each.
a) 6 tickets shared equally by 3 winners
6 3 2
b) 12 tickets shared equally by 4 winners

12 ÷ 4 = 3
c) 4 divided by 4
4÷4=1
3. Calculate each quotient. Use counters to help you.
a) 6 2 3 b) 15 3 5 c) 20 4 5
Copyright © 2004 Nelson Answers Chapter 10: Division 77

CHAPTER 10
2 Grouping to Divide
Goal Divide by counting equal groups.

or other small items to use as counters. To model 8 2 on a number
line, start at 8 and jump back by
1. 15 students work in groups of 3. 2s to 0.
a) How many groups are there? Model your
solution with counters and skip counting on 0 2 4 6 8 10
the number line at the bottom of the page. There are 4 jumps. So 8 2 4.
5 groups
b) Write a division sentence. 15 ÷ 3 = 5
What is the quotient? 5
2. How many groups of 6 are there? Model your solution with

counters or the number line at the bottom of the page. 3 groups
Write the division sentence. 18 ÷ 6 = 3
3. Divide.
a) 12 2 6 c) 24 4 6 e) 16 4 4 g) 12 6 2
b) 21 7 3 d) 5 1 5 f ) 35 5 7 h) 2 2 1
4. a) How many people can have

Ticket
Ticket
Ticket
3 people
Ticket
Ticket
Ticket
4 tickets each?
Ticket
Ticket
Ticket
Ticket
Ticket
Ticket
b) How many people can have
5 tickets each? 2 people with 2 tickets left over
1. a)
0 5 10 15 20
2.
0 5 10 15 20
78 Answers Chapter 10: Division Copyright © 2004 Nelson

CHAPTER 10
3 Communicate About Division

Goal Use a model to explain how to divide.
Communication Checklist At-Home Help

✓ Did you show enough detail? Fariba gives out 12 cookies,
✓ Did you explain your thinking? 2 cookies to each person. How
✓ Did you include a diagram? many people will get cookies?
12 2 6
So 6 people get cookies.
1. Solve this problem and explain your steps.
Use the Communication Checklist. Here is an explanation of the
solution.
“There are 12 cookies. Each
Ian has 40 plums and 3 baskets. He puts person gets 2 cookies. I want
an equal number of plums in each basket. to find out how many people
How many plums go in each basket? will get cookies before the 12
cookies are gone. I can group
12 counters 2 at a time.
For example:
I used 40 counters because there were 40 plums.
I folded a piece of paper into 3 parts because I can make 6 groups of 2.

So 6 people will get cookies.”
there are 3 baskets. I put 1 counter in each part
to start. Then I kept on taking out 3 counters at
a time and putting 1 in each part. I did that as
many times as I could. Finally, I had 1 counter left
over. Then I found that there were 13 counters
in each part. So that means Ian could put 13
plums in each basket, but he would have 1 left
over. Maybe he would eat it or maybe he could
find 2 more plums and put 1 more in each basket,
then there would be 14 in each basket.

CHAPTER 10
4 Exploring Division Patterns

Goal Identify, describe, and extend division patterns.
You will need 3 pencils of different colours. At-Home Help

12 counters can be put into
1. This chart shows the first 50 numbers of groups of 2 with no counters left
a 100 chart. Use a different coloured over. So 12 can be divided by
pencil to answer each of parts a) to c). 2 with nothing left over. This
means that 12 is divisible by 2.
a) If a number is divisible by 2, print 2
in its square.
b) If a number is divisible by 5, print 5 in its square.
c) If a number is divisible by 10, print 10 in its square.
The numbers for the first row are done. Add the colour.
1 2 3 4 5 6 7 8 9 10
2
2 2 5 2 2
5 10
11 12 13 14 15 16 17 18 19 20
2
2 2 5 2 2 5 10
21 22 23 24 25 26 27 28 29 30
2
2 2 5 2 2 5 10
31 32 33 34 35 36 37 38 39 40
2
2 2 5 2 2 5 10
41 42 43 44 45 46 47 48 49 50
2
2 2 5 2 2 5 10
2. a) What numbers in the chart are divisible by both 5 and 2?
10, 20, 30, 40, 50
b) What else do you know about the numbers from part a)?
They end in 0. They are the numbers divisible by 10.
3. Write the next 2 numbers after 50 that are divisible
a) by 10 60 and 70 b) by 5 55 and 60 c) by 2 52 and 54

CHAPTER 10
5 Estimating Quotients
Goal Solve division problems using estimation.
Estimates will vary. Examples are given. At-Home Help

Estimated quotients are answers
1. a) 4 students are buying a gift for $21. that are close to the actual
About how much does each student quotient. Use facts you know
have to pay? Show your work. to estimate.
For example, 13 3 is about 4
About $5, because 4 x 5 = 20, so 21 ÷ 4 because 3 4 12.
is about 5.
12 5 is about 2 because
5 2 10 or because
b) With tax and gift wrap, the cost of the 6 2 12.
gift is $26. About how much does each
student have to pay? Show your work.
About $6 because 4 x 6 = 24, so 26 ÷ 4 is about 6.
Or about $7 because 4 x 7 = 28, so 26 ÷ 4 = about 7.
2. Estimate. Write the number sentence you used for each.

a) 13 3 is about 4 . 3 x 4 = 12
b) 23 4 is about 6 . 4 x 6 = 24
c) 12 5 is about 2 . 5 x 2 = 10
d) 19 6 is about 3 . 6 x 3 = 18
e) 17 4 is about 4 . 4 x 4 = 16
3. $12 buys 7 markers. About how much does each marker cost?
about $2
4. 2 students share 13 markers. About how many markers does

each student get?
about 6 markers

CHAPTER 10
6 Division Strategies
Use estimation and multiplication to solve division
Goal problems with greater numbers.

If you use guessing and testing
1. An office tower is 203 m high. A 2-storey house with multiplying, you can avoid
is 8 m high. About how many houses can having to divide with a calculator,
be stacked to be as high as the office tower? which can give an answer with
To find out, complete the following. a decimal part. For example,
203 8 is 25.375.
I need to divide 203 by 8.
If 203 8 ■, then ■ 8 203 .
Estimates will vary. For example:
Guess Test by using a calculator to multiply
60 houses 60 8 480 480 is way too high.

20 houses 20 8 160 too low
25 houses 25 8 200 pretty close
houses 8
houses 8
About 25 houses can be stacked to be as high as the tower.
2. Use guess and test and multiplying.

a) Mary’s birthday is 75 days away. About how
many weeks away is her birthday?
about 10 weeks, or about 11 weeks
b) Tennis ball containers hold 3 balls each. How many

containers would be needed to hold 65 balls?
about 22 containers

CHAPTER 10
Test Yourself
1. In the division 15 5 3, which number is the quotient?

A. 15 B. 5 C. 3 D.
2. Which division sentence matches the picture?

E. 12 4 3 G. 12 6 2
F. 12 3 4 H. 12 2 6
3. Which division fact is shown?
0 5 10 15
A. 10 2 5 B. 10 5 2 C. 12 2 6 D. 12 3 4
4. Which question is not part of the Communication Checklist?

E. Did you show enough detail? G. Did you explain your thinking?
F. Did you include a diagram? H. Did you divide?
5. Which number is divisible by 2?

A. 23 B. 24 C. 25 D. 29

E. 23 F. 24 G. 25 H. 29

A. 15 B. 35 C. 90 D. 55
8. Which is the best estimate for 13 4?

E. about 1 F. about 3 G. about 5 H. about 7
9. Which is the best estimate for 35 6?

A. about 2 B. about 4 C. about 6 D. about 8
10. 242 muffins will be put in packages of 4. About how many

packages are needed? Use guessing and testing and a
calculator to multiply.
E. 60 F. 40 G. 80 H. 50

CHAPTER 11
1 Stacking Shapes to Make Prisms

Goal Describe and name prisms.
1. Name the prism. At-Home Help

a) c) A prism is a 3-D shape with
congruent ends called bases.
The other faces are 4-sided.
vertex
square-based rectangle-based
prism prism rectangle
face
b) d)
triangle
edges base
triangle-based triangle-based
triangle-based prism
prism prism
2. Name the prism you could make with each base. Describe each
prism by telling how many faces, edges, and vertices it has.
a) b)
rectangle-based pentagon-based prism
prism with 12 edges, 6 faces, with 15 edges, 7 faces,
and 8 vertices and 10 vertices
3. Circle the letter of the shape that is a prism.

Tell how you know that you have chosen the correct shape.
A. B. C. D.
For example, D has 2 congruent bases and all the other faces have 4 sides.
84 Answers Chapter 11: 3-D Geometry and 3-D Measurement Copyright © 2004 Nelson
CHAPTER 11
2 Identifying Faces of Prisms and Pyramids

Goal Compare and sort 3-D shapes.
1. Name each shape. Use the names in the box. At-Home Help
A pyramid is a 3-D shape with
A 1 flat base. The other faces are
cube E rectangle-
triangles that meet at a vertex.
based prism
B F
triangle- square- square-based pyramid
based prism based prism Review the definition of prism in

the At-Home Help on page 84.
triangle-based prism
C square- G hexagon- square-based prism
hexagon-based prism
based pyramid based pyramid triangle-based pyramid
square-based pyramid
hexagon-based pyramid
D cube
H rectangle-based prism
hexagon- triangle-
based prism based pyramid
2. a) What do shapes B and H have in common? triangles for bases

both pyramids and several
b) What do shapes C and G have in common? triangle faces
3. Write the letters of all the shapes that fit each description.
a) have at least 1 triangle face B, C, G, H
b) base is square A, C, F
c) all faces are triangles H
d) all faces are rectangles or squares A, E, F
Copyright © 2004 Nelson Answers Chapter 11: 3-D Geometry and 3-D Measurement 85
CHAPTER 11
3 Using Nets for Rectangle-Based Prisms

Goal Build rectangle-based prisms from nets.
You will need scissors, a ruler, and tape. At-Home Help

A net is a flat shape that folds
1. a) Trace this net. to create a 3-D shape.
Draw solid lines where there are solid lines.
Draw dashed lines where there are
dashed lines.
b) Cut out the net along the solid lines.

a net for a square-based prism
c) Fold along the dashed lines.
d) Tape the edges.
e) Name the 3-D shape you built. rectangle-based prism
CHAPTER 11
4 Building with 3-D Shapes

Goal Build a structure with 3-D shapes.
You will need boxes, cans, scissors, and tape. At-Home Help
Structures that we see every day
1. a) Find 3-D shapes that you could are built from basic 3-D shapes.
use to build a structure.
b) Plan a structure that you can build with

some of the 3-D shapes you found.
c) Build your structure. Use tape if necessary.
d) Sketch your structure on the right side of this page.
e) Describe your structure using math language.

Answers will vary.
f ) Explain how you built your structure.

Answers will vary.
CHAPTER 11
5 Estimating and Measuring Capacity

Goal Estimate and measure the amounts containers can hold.
You will need water, a measuring cup marked in At-Home Help

millilitres and empty containers of different sizes. Capacity is the amount a
container will hold.
1. Which unit would you use to measure the
capacity of each container: litres or millilitres? Capacity is measured in
millilitres (mL) and litres (L).
a) swimming pool litres
1000 mL = 1 L
b) pop can millilitres
c) watering can litres
d) spoon millilitres
2. Find a measuring cup marked in millilitres.

How much does it hold? Answers will vary.
3. a) Find 5 different sizes of empty containers

such as bowls, glasses, and pots.
Record the containers in the chart below.
b) Compare each container to your measuring cup and
estimate the capacity of the container. Record your
estimate in the chart below.
c) Check your estimates. Pour water from the measuring
cup into each container to fill it. Keep track of how many
measuring cups you use. Record your measurement.
Container My estimate Measurement
cereal bowl 400 mL 500 mL
Answers will vary.
CHAPTER 11
6 Solve Problems About Combinations

Goal Solve problems using a table to record combinations.
Show your work. At-Home Help

To find the different measures
1. Julia has 3 different ice cream scoops: that can be made using a 5 mL,
200 mL, 100 mL, and 50 mL. a 15 mL, and a 25 mL spoon
without refilling any of the spoons,
a) What possible amounts of ice cream can
it is helpful to make a table.
be measured without refilling the scoops?
Combination Measure
1 scoop 200 mL 200 mL
25 mL
1 scoop 100 mL 100 mL 15 mL
5 mL
1 scoop 50 mL 50 mL
Combination Measure
2 scoops 200 mL + 100 mL 300 mL spoon alone
5 mL 5 mL
15 mL 15 mL
25 mL 25 mL
3 scoops 200 mL + 100 mL + 50 mL 350 mL
2 spoons
5 mL + 15 mL 20 mL
2 spoons
b) What possible sizes of ice-cream cones 5 mL + 25 mL 30 mL
can be made if there are 2 scoops in each 2 spoons
15 mL + 25 mL 40 mL
cone? You can refill scoops. 3 spoons
Combination Measure 5 mL + 15 mL +
25 mL 45 mL
2 scoops same 200 mL + 200 mL 400 mL
2 scoops different 200 mL + 100 mL 300 mL
CHAPTER 11
7 Estimating and Measuring Mass

Goal Estimate and measure the masses of objects.
1. Which would you use to measure the mass At-Home Help

of each item: grams or kilograms? Mass is the amount of matter in
a) a watermelon kilograms an object. Mass can be measured
in grams (g) or kilograms (kg).
b) a toothbrush grams 1000 g = 1 kg
c) a bag of popcorn grams
d) a wagon kilograms
BR E AD
2. Find several full containers that are measured in

grams or kilograms. Dry items, such as bar soap, BR E AD
cereal, bread, rice, nuts, and other snack foods
RI
CE
usually have mass units. (The mass of the
packaging is not included in the mass given.)
3. a) Find 5 objects of different sizes without any

masses given. You can use, for example, a shoe,
a book, a toy, a plate, a cushion, or a can of pop.
Record the items in the chart below.
b) Compare each object to the items you found in

Question 2 and estimate the mass of the object.
Record your estimates in the chart below.
Item My mass estimate
Dad’s shoe 500 g
Answers will vary.
4. Take 1 or 2 of the objects from Question 3 to school tomorrow.

Measure their masses to check your estimates.
CHAPTER 11
Test Yourself
1. Which prism could be made with this base?

A. rectangle-based prism C. square-based prism
B. pentagon-based prism D. triangle-based prism
2. Which statement is not true about prisms?

E. Prisms are named from the shape of their bases.
F. The bases are always congruent.
G. The faces that are not bases are all different.
H. Prisms can be made by stacking the same shape.
3. What is true about all pyramids?

A. They have some triangle faces. C. They have exactly 1 vertex.
B. They have more than 5 faces. D. They have 1 square base.
4. Which net would build this shape?
E. F. G. H.
5. Which capacity best describes a small juice box?

A. 200 L B. 200 mL C. 2 L D. 2 mL
6. There are 3 sizes of pails: 1 L, 2 L, and 5 L. Which is not a

possible amount that can be carried in 2 pails of different sizes?
E. 8 L F. 7 L G. 6 L H. 3 L
7. Which mass is the most reasonable for a textbook?

A. 20 kg B. 30 g C. 2 kg D. 200 g
CHAPTER 12
1 Fractions as Parts of a Group

Goal Use fractions to describe parts of a group.
1. At-Home Help
4 of the squares are white.
5
4 is the numerator. It tells how

4 1 many parts are white.
or
a) What fraction of the group are people? 8 2 5 is the denominator. It tells
3
how many parts there are in all.
b) What fraction of the group are dogs? 8
c) What does 18 tell about the group?

fraction of the group that is an adult, fraction of the group that is a cat,
or fraction of the group that is a girl
2. a) Draw shapes. 14 of the shapes should be triangles.

For example:
3

b) What fraction are not triangles? 4
4

c) What fraction are shapes? 4
3. A club has 10 students in it. 13

0 of the students are in grade 3.
a) Draw a model of the group using circles.
For example:
7

b) What fraction of the students are not in grade 3? 10
4. 26 of a group of shapes are circles and 26 are red.

Draw a group of shapes to fit the description.
For example:
red red
92 Answers Chapter 12: Fractions Copyright © 2004 Nelson

CHAPTER 12
2 Fractions as Parts of a Whole

Goal Use fractions to describe parts of a whole.
1. a) What fraction of the At-Home Help

2
2 of the flag is grey since 2 out of
pizza is plain? 8 3
the 3 equal-size pieces are grey.
b) What fraction of the pizza
5

has pepperoni? 8
c) What fraction of the pizza

1

has mushrooms? 8
2.
a) Draw pepperoni on 13

0 of 1 of the pizzas.
b) Draw green peppers on 25 of another pizza.
c) Draw mushrooms on 48 of another pizza.
d) What fraction of each pizza is not covered?

3
7
4

left 5 middle 8 right 10
e) Which pizza is half covered? middle
3.
a) Draw pepperoni on 34 of the left pizza.

b) Draw mushrooms on 14 of the middle pizza.
c) Draw green peppers on 44 of the right pizza.
Copyright © 2004 Nelson Answers Chapter 12: Fractions 93

CHAPTER 12
3 Communicate Using Drawings

Goal Represent and explain fractions using drawings.

1. Write instructions to explain how to divide ✓ Did you show all the steps?
this cake into 8 equal pieces. ✓ Did you put the steps in order?
Test your instructions. ✓ Did you show the right amount
Improve them if necessary. of detail?
✓ Did you include drawings?
For example, use a ruler and draw straight lines to join
opposite vertices. Do this until they are all joined.
There will be 4 lines. They cross in the middle of the
octagon. There are now 8 equal pieces.
2. Write instructions to explain how to fold a piece of

paper into 16 equal pieces.
Test your instructions.
Improve them if necessary.
For example, fold the paper in half. Then fold that still folded paper in half. Then fold
that still folded paper in half again. Finally, fold the folded paper in half a 4th time.
Unfold and you have 16 equal pieces.

CHAPTER 12
4 Fractions as Parts of a Measure

Goal Use fractions to describe parts of a measure.
Choose the correct answer for Questions 1 to 4. At-Home Help

We usually think about fractions
1. What fraction of this glass is full? of areas. Fractions can also show
A. 13 C. 12 parts of other measurements,
such as length, capacity, and time.
B. 23 D. 45 1
of an hour is shown.
4
2. What fraction of this glass is full?

11 12 1
10 2
1 1
E. G. 9 3
4 2 8 4
7 6 5
F. 13 H. 31
3. What fraction of this ribbon is grey?

A. 13 C. 24
B. 23 D. 34
4. What fraction of this ribbon is grey?
E. 37 G. 13
0
F. 73 H. 13
0
5. a) How many minutes will it take for 12 an hour

11 12 1
10 2
to pass? 30 minutes 9 3
8 4
7 6 5
b) How many minutes will it take for 34 of an hour

to pass? 45 minutes
6. Draw a mark to show how high the water level would be for each.
a) 12 full b) 24 full c) 13 full

CHAPTER 12
5 Mixed Numbers
Goal Model and describe mixed numbers.
1. Write a mixed number for each model. At-Home Help

a) Sometimes we want to describe
123 amounts that are more than 1,
but include a fractional part. A
number that is made up of a
b) whole number and a fraction is
234 called a mixed number.
c) 212 is an example of a mixed

315 number. Here are 212 circles,
212 squares, and 212 hexagons.
2. Colour 114 of 1 set of shapes blue.
Colour 212 of the other set of shapes red.
For example:
red
blue
3. Trevor had 3 sandwiches. He ate 34 of 1 sandwich.

He gave the rest to his brother.
a) Draw a picture to model what Trevor gave to his brother.
For example:
214
b) What mixed number tells what he gave to his brother?
4. Which does not show 313?
A. C.
B. D.

CHAPTER 12
Test Yourself
1. What fraction of the shapes are squares?

A. 23 C. 32
B. 25 D. 35
2. What fraction of the coins are nickels?

E. 2 G. 23
F. 12 H. 11
0
3. What fraction of the hexagon is spotted?

A. 14 C. 24
B. 26 D. 46
4. What fraction of the grid is shaded?

E. 16
0 G. 14
0
F. 16
0
H. 14
0
5. What fraction of the glass is full?

A. 14 C. 12
B. 13 D. 23
6. Which shows 312?

E. G.
F. H.
7. How many tiles are missing?

A. 2 C. 3
B. 212 D. 214

CHAPTER 13
1 Conducting Experiments
Goal Make predictions and conduct experiments with spinners.
You will need a pencil, a paper clip, At-Home Help

and a paper plate or paper, scissors, The size of a spinner section can
and something round to trace. be used to predict whether it is
impossible, unlikely, likely, or
Make a spinner like this one. 1 2
certain to spin a particular result.
1. a) Predict the number of

3 4
times you will spin
the number 2 in 20 spins. 1
Answers will vary.
2
b) Spin 20 times. Keep a tally chart.
2 Not 2 With this spinner, 1 is likely, 2 is
unlikely, 3 is impossible, and a
Answers will vary. number less than 3 is certain.
By spinning many times, the
prediction of how likely can be
tested. You can keep track of
c) Use a probability word to describe the the spins using tally marks. For
probability of spinning the number 2. example, this tally chart shows
that there were 15 spins for 1
unlikely and 5 spins for 2.
Spin Tally
2. a) Predict the number of times you will spin a 1
number less than 4 in 20 spins. 2
Answers will vary.
b) Spin 20 times. Keep a tally chart.

Less than 4 Not less than 4
Answers will vary.
c) Use a probability word to describe the probability of
spinning a number less than 4. likely
98 Answers Chapter 13: Probability Copyright © 2004 Nelson

CHAPTER 13
2 Communicate About Probability

Goal Use math language to describe probability.

Remember the probability words you know. Communication Checklist
✓ Did you explain your thinking?
impossible unlikely likely certain ✓ Did you use math language?
1. Name 3 events that might or might not happen at home

tomorrow. Write a probability word for each event.
Tell why you chose that word. Answers will vary. For example:
Event Probability Word Why you chose that word
A bell I don’t think anyone in the
will ring. unlikely house has a bell, but the
doorbell could ring.
We will We eat dinner every night.
eat dinner. certain
My sister My sister yells a lot, but
will yell. likely there are days she doesn’t.
2. Which probability word do you think tells the probability of

picking a white ball? Explain why.
Unlikely. For example, there is only 1 white ball and there are
7 other balls. That means that only 1 out of 8 balls is white,
so you are much more likely to pick a ball that is not white.
Copyright © 2004 Nelson Answers Chapter 13: Probability 99

CHAPTER 13
3 Making Predictions
Goal Make predictions, carry out experiments, and compare probabilities.
You will need a die. At-Home Help

Rolling a die has 6 possible
1. You will roll a die 20 times. outcomes: 1, 2, 3, 4, 5, 6. Each
Answers will vary. For example: outcome is equally likely. But
some probabilities for rolling a
a) Predict which is more likely. die are not equally likely. For
example, rolling a number less
• an even number than 2 is much less likely than
• an odd number less than 3 rolling a number greater than 2.
Circle your prediction.
b) Roll the die 20 times. Keep a tally chart of your results.
An even number An odd number

less than 3
Answers will vary.
c) Was your prediction correct? Answers will vary. An even number is more likely.
2. You will roll a die 20 times.

a) Predict which is more likely.

• a number less than 2
• a number greater than 4
Circle your prediction.
b) Roll the die 20 times. Keep a tally chart of your results.

Less than 2 Greater than 4
Answers will vary.
Answers will vary. A number

c) Was your prediction correct? greater than 4 is more likely.

CHAPTER 13
4 Probability Models
Goal Use a probability model to solve an everyday problem.
You will need a die. At-Home Help

Sometimes we use probability
1. Use a die. Each number models to help answer complicated
will represent a different questions. For example, suppose
hockey card. you want to predict the probability
that the first 2 children in a family
Answers will vary. are both boys. You could use a
Examples are given. All 6 coin to model the problem. Call
Collect rds! heads a “boy” and tails a “girl.”
C a
Hockey
a) Predict the number of Flip the coin twice to see if you
times you will have to get 2 heads. If you do, tally a
Yes. If you don’t, tally a No.
roll before you have
Yes No
all 6 hockey cards
(all 6 numbers). 12
Repeat the experiment 20 times
to get a sense of the probability.
b) Roll the die. Keep a tally chart.
1 2 3 4 5 6
c) Keep rolling until you roll each number at least once.
d) How many rolls did you need? 12
e) Repeat the experiment.

1 2 3 4 5 6
f ) How many rolls did you need this time? 25
g) Predict the number of rolls you will need if you do this again. 18
Explain your prediction. I think I should pick a number between 12 and 25,
so I’ll pick 18.

CHAPTER 13
Use this spinner for Questions 1 to 4.
1. Which probability word best describes 1 2

the probability of spinning a 2?
A. impossible C. likely
3
B. unlikely D. certain
2. Which probability word best describes

the probability of spinning an odd number?
E. impossible F. unlikely G. likely H. certain
3. Which probability word best describes the probability

of spinning a number?
A. impossible B. unlikely C. likely D. certain

of spinning a number greater than 10?
Think about this die for Questions 5 to 8.

The numbers of dots on the faces are from 1 to 6.

of rolling a number less than 7?
A. impossible B. unlikely C. likely D. certain
6. Which probability word best describes the probability of rolling a 3?

7. Which is more likely than rolling an even number?

A. rolling the number 3 C. rolling a number greater than 1
B. rolling the number 1 D. rolling the numbers 4 or 5

CHAPTER 13
8. Which is less likely than rolling an even number?

E. rolling an odd number G. rolling a number less than 4
F. rolling a number H. rolling a number greater than 6
Use this bag of tiles for Questions 9 to 12.
9. Which probability word best describes the

probability of drawing a circle?
A. impossible C. likely
B. unlikely D. certain
10. Which probability word best describes the

probability of drawing a shape?
E. impossible G. likely
F. unlikely H. certain
11. Which is the most likely number of squares you would

draw in 10 draws?
A. 1 B. 8 C. 5 D. 10
12. Which is the most likely number of circles you would

draw in 10 draws?
E. 1 F. 8 G. 5 H. 10

CHAPTER 14
1 Sliding Shapes
Goal Identify and describe slides.
1. Can you slide the white shape to cover At-Home Help

all of the grey shape? If not, tell why. To slide a shape is to move it
left or right, up or down, without
a)
turning or flipping. The shape
does not change size or shape.
yes
b)
This slide is 2 left and 1 down.
no, needs to be flipped
c)
no, not same shape
2. Describe each slide.

a) b) c)
left 1 and left 1 and left 2 and
up 2 down 2 down 1
3. Which shapes can you slide to cover another shape? Describe each slide.
A and E; A to E right 8, E to A left 8
B and C; B to C right 2, C to B left 2
A B C D E
104 Answers Chapter 14: Patterns and Motion in Geometry Copyright © 2004 Nelson
CHAPTER 14
2 Flipping Shapes
Goal Identify and describe flips.
1. Can you flip the white shape to cover At-Home Help

all of the grey shape? If not, tell why. To flip a shape is to move it so
that it looks like its reflection.
a) The shape does not change size
no, it’s a slide, not a flip or shape.
b)
yes This heart was flipped over a
horizontal line.
c) d) e)
no, needs to no, needs to
yes be turned be turned
2. Write the letters of the flips in Question 1 that are flips over
a horizontal line. c
3. Write the letters of the flips in Question 1 that are flips over
a vertical line. b
4. a) Write the letter of the slide in Question 1. a
b) Describe the slide. right 2
Copyright © 2004 Nelson Answers Chapter 14: Patterns and Motion in Geometry 105
CHAPTER 14
3 Turning Shapes
Goal Identify and perform turns.
1. Describe each turn by the amount (12, 14, or 34) At-Home Help
and the direction (CW or CCW). To turn a shape is to move it
around a turn centre. The shape
a) 12 d) 12 does not change size or shape.
Turns are clockwise (CW) or
9 3 9 3 counter clockwise (CCW).
12
6 6
1 3
CW CW 9 3
2 4
6
b) 12 e) 12
1
This is turn CW.
4
9 3 9 3
6 6
1 1
CW CCW
4 4
c) 12 f) 12 g) 12
9 3 9 3 9 3
6 6 6
1 3 1
CCW CCW CW
2 4 2
2. a) Write the letter of the turn in Question 1 that has the same
start and end positions for the triangles as those in part c). g
1
CCW and 12 CW
b) What are the descriptions for these 2 turns? 2
3. a) Write the letter of the turn in Question 1 that has the same
start and end positions for the triangles as those in part d). e
3

4
CW and 14 CCW
b) What are the descriptions for these 2 turns?
CHAPTER 14
4 Communicate About Slides,

Flips, and Turns
Goal Explain how to make a picture by sliding, flipping, and turning shapes.

1. This pattern was made using slides, ✓ Did you show all the steps?
flips, and turns. ✓ Did you show the right
amount of detail?
E ✓ Did you use math language?
A
BC D
Describe each move.

a) from A to B right 2 and down 1
flip right in vertical line, or turn 14 CW or 34 CCW
b) from B to C
c) from C to D flip right in vertical line

turn 12 CW or 12 CCW
d) from D to E
2. Make your own pattern with at least 6 more shapes

on this grid. Then describe each move.
For example:
A
slide right 1, slide right 1, slide right 1, turn 12 CW, slide right 1, slide right 1,
flip right in a vertical line, slide right 1, slide right 1, turn 12 CW, slide right 1, slide right 1
CHAPTER 14
5 Comparing Patterns
Goal Compare patterns that use slides, flips, and turns.
1. a) Create a different pattern using the At-Home Help

same shape as in the pattern in the This pattern has 1 attribute that
At-Home Help box. Have at least 1 attribute does not change: shape (triangle).
that changes. For example: It has 2 attributes that change:
colour and position. The colour
changes black to grey and then
repeats. The position changes
by flipping to the right over a
vertical line.
b) Which attribute(s) stay the same
in your pattern? shape

An example of a pattern rule is:
Start with a black triangle, flip it
to the right, and colour it grey.
c) Which attribute(s) change in your pattern? Flip that triangle to the right and
colour it black. Keep repeating.
position
d) Write a pattern rule for your pattern. Start with a triangle flip down in a
horizontal line, flip that triangle right in a vertical line, flip that triangle up in a
horizontal line, flip that triangle right in a vertical line, repeat.
2. Compare your pattern with the pattern in the At-Home Help box.
For the example in Question 1:
a) How are they the same? The patterns have the same shape.
Position changes in both, and the position change is from flipping.
b) How are they different? The patterns have different colours. The colour
changes in the At-Home Help pattern, but not in mine. The At-Home Help pattern
flips only in a vertical line, but my pattern flips in both horizontal and vertical lines.
CHAPTER 14
6 Extending Patterns
Goal Extend patterns that have at least 2 changing attributes.
1. a) Which attributes are changing in the At-Home Help

pattern below? Patterns can also be made using
drawing software on a computer.
A. shape C. size
B. colour D. position
b) For each attribute that changes, describe how it changes.

colour: black, grey, repeat
position: by flipping in a vertical line to the right
c) Extend the pattern by drawing 2 more repeats.
2. a) Which attributes are changing in the pattern below?

A. shape B. colour C. size D. position
b) For each attribute that changes, describe how it changes.

shape: rhombus, square (with a dot in it), repeat
colour: black, grey, repeat
position: rhombus by sliding right 2 and square by flipping right in a vertical line
c) Extend the pattern by drawing 2 more repeats.
CHAPTER 14
1. Which pair of shapes shows a slide?

A. B. C. D.
2. Which pair of shapes in Question 1 shows a flip?

A. B. C. D.
3. Which pair of shapes in Question 1 shows a turn?

A. B. C. D.
4. How would you describe this slide?

E. right 2 and down 1 G. left 2 and up 1
F. right 1 and down 2 H. left 1 and up 2
5. Which pair of shapes shows a flip over a horizontal line?

A. C.
B. D.
6. How would you describe this turn?

12
1 3
E. CW G. CCW
4 4 9 3
1 1
F. CCW H. CCW
2 4
6
CHAPTER 14

3
7. Which shows a turn of CCW?
4
A. 12 B. 12 C. 12 D. 12
9 3 9 3 9 3 9 3
6 6 6 6
8. Which describes this pattern?

E. Flip a P in a vertical line, repeat.
F. Flip a black P in a vertical line and colour it white, flip

the white P in a vertical line and colour it black, repeat.
G. Flip a black P in a horizontal line and colour it white, flip

the white P in a horizontal line and colour it black, repeat.
1
H. Turn a black P turn CW and colour it white, turn the
2
1
white P turn CW and colour it black, repeat.
2
9. Which attributes are changing in this pattern?

A. colour and shape C. colour and position
B. shape and size D. position and shape
10. Which shapes extend this pattern?
E. G.
F. H.

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CHAPTER 1

1 Repeating Shape Patterns

1. Vincenza made this pattern. At-Home Help

b) How is it changing? big, small, …

object: fork, spoon, …

3. a) Draw a pattern with 2 changing attributes.

b) Tell how the attributes change.

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 1

1. Tell how the attributes change in each pattern. At-Home Help

2. The word BEAR is shown in a 3-by-3 grid. B E A

colour: black, white, …

3. Make a pattern by writing each animal name in the grid provided.

2 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

3 Patterns in a 100 Chart

You will need buttons, broken toothpicks, At-Home Help

b) Start at 50. Skip count backward by 5s to 5. 2 counters in each row.

5 counters in each row.

1. There are 8 tricycles. At-Home Help

Question 1. Number of Total number Question 2. Number of Total number

4 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

5 Communicate About Patterns

Use the Communication Checklist. At-Home Help

The pattern has 2 shapes, stars and circles.

The pattern starts with a big shape, followed by 2 small shapes,

2. Describe the pattern.

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 5

1. Patrick runs a movie theatre. At-Home Help

a) Make a symbol for each item in Patrick’s chart.

Full Almost full Half full or less

b) Put the symbols in the calendar below.

c) Describe the pattern in the Friday column.

d) Describe the pattern in the 3rd row.

e) Why do you think these patterns occur?

Mondays and Wednesdays.

f ) Continue the pattern for another week on the calendar.

Test Yourself Page 1

Circle the correct answer.

1. Which attributes are changing in the pattern?

B. shape and size D. big and star

2. Which description tells how the shapes change?

F. star, hexagon, … H. big, small, small, …

3. Which description tells how the sizes change?

B. star, hexagon, … D. big, small, small, …

4. What are the next 3 shapes in the pattern?

5. Which statement is not true about this 100 chart pattern?

A. The number pattern is 3, 6, 9, 12, 15, …, 24, 27.

Copyright © 2004 Nelson Answers Chapter 1: Patterns in Mathematics 7

Test Yourself Page 2

Circle the correct answer.

H. case and colour

7. What is the next row in the pattern?

8. Which t-chart shows the number of points on 5 stars?

E. Number Total number G. Number Total number

F. Number Total number H. Number Total number

8 Answers Chapter 1: Patterns in Mathematics Copyright © 2004 Nelson

1. Ashrit Furman has set 78 official Guinness At-Home Help

b) Write 78 as 7 tens 8 ones.

2. Here are some of Ashrit’s records. In the box below, find

Y 2 tens 7 ones W 80 5 I nineteen X 90 8

Read down both columns to find the number of glasses

Ashrit balanced on his chin. sixty-two

Copyright © 2004 Nelson Answers Chapter 2: Numeration 9

1. Find each missing number. At-Home Help